Morphological Awareness and Chinese Children's Literacy Development: An Intervention Study

By Xiaoying Wu, Richard C. Anderson, Wenling Li, Xinchun Wu, Hong Li, Jie Zhang, Qiuping Zheng, Jinjun Zhu, Hua Shu, Wei Jiang and 6 more. 2009

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Simple View of Reading in Chinese: A One-Stage Meta-Analytic Structural Equation Modeling (2020, background): “…awareness and RAN; Ho & Bryant, 1997; Shu et al., 2008; Song et al., 2016), orthographic awareness (e.g., Shu et al., 2000; Siok & Fletcher, 2001; Yang et al., 2013), and morphological awareness (e.g., McBride-Chang et al., 2003; Wu et al., 2009) are important for Chinese decoding performance.”
Morphological awareness in Chinese: Unique associations of homophone awareness and lexical compounding to word reading and vocabulary knowledge in Chinese children (2012, background): “, 2009) suggest that it is important to consider children’s morphological awareness at the word, in addition to the previously recognized character (e.g., Packard et al., 2006; Wu et al., 2009), levels, in promoting literacy courses and in designing reading materials for children.”