Facets of Metalinguistic Awareness that Contribute to Chinese Literacy

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Morphological awareness in Chinese: Unique associations of homophone awareness and lexical compounding to word reading and vocabulary knowledge in Chinese children (2012, background): “There are a number of excellent studies on homophone and homonym awareness in Chinese children that focus on written Chinese words in the measures (e.g., Ku & Anderson, 2003; Li et al., 2002; Shu et al., 2006).”
Cross-Language Transfer of Morphological Awareness in Chinese-English Bilinguals. (2011, unknown): “Importantly, we extended Wang and colleagues’ study by including Chinese word reading and Chinese compound awareness as control variables in our analysis, both of which have been shown to predict Chinese reading comprehension in previous research involving monolingual Chinese children (e.g. Ku & And”
The role of compound awareness in Chinese children’s vocabulary acquisition and character reading (2009, background): “Because of the abundance of compound words in Chinese, studies of Chinese morphological awareness invariably employed morphological tasks that consisted of compound items (Ku & Anderson, 2003; Li et al., 2002; McBride-Chang et al., 2003, 2005, 2006; Wang et al., 2006).”
Morphological Awareness Uniquely Predicts Young Children's Chinese Character Recognition (2003, background): “In Mandarin, there are approximately 7,000 characters representing morphemes in daily use (Li et al., 2002).”