Testing reciprocity between lexical knowledge and reading comprehension among Chinese children: a cross-lagged panel analysis

被引：0
|
作者：
Haomin (Stanley) Zhang
机构：
[1] East China Normal University,Faculty of Education
[2] East China Normal University,Department of English
[3] East China Normal University,The Foreign Language Research and Teaching Center, School of Foreign Languages
来源：
European Journal of Psychology of Education | 2020年 / 35卷
关键词：
Chinese readers; Lexical growth; Morphological awareness; Reading comprehension; Unidirectional relationship;
D O I：
暂无
中图分类号：
学科分类号：
摘要：
The present study aims to explore the reciprocal relationship between multidimensional lexical knowledge (reading vocabulary and morphological awareness) and reading comprehension among early elementary-age Chinese students. Using data from second-grade students (N = 288, Mage=7.8), the study drew upon a cross-lagged panel design to test the bidirectionality of the two constructs. Results showed lexical knowledge, indicated by reading vocabulary and morphological awareness, had a significant effect on the development of reading comprehension skill among young Chinese readers. However, the relationship was unidirectional in nature based on the cross-lagged paths. Implications of this study centered on the conceptualization and operationalization of lexical knowledge, the uniqueness of morphological awareness as a component of lexical knowledge, and variations in instructional practices.
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页码：911 / 930
页数：19
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