Morphological Awareness Uniquely Predicts Young Children's Chinese Character Recognition

By C. McBride-Chang, Hua Shu, Aibao Zhou, Chun Pong Wat, R. Wagner. 2003

509 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/ca067fe7915f5b69965b88f6ac108e2a53624125

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. C. McBride-Chang
2. Xi Chen
3. Hua Shu
4. X. Tong
5. Min Wang
6. P. D. Liu
7. E. Geva
8. George K. Georgiou

In Statistics and Probability

1. C. McBride-Chang
2. Hua Shu
3. Xi Chen
4. P. D. Liu
5. Min Wang
6. A. Wong
7. George K. Georgiou
8. X. Tong

Citations in the corpus

• Relationships Between First and Second Language Phonological Processing Skills and Reading in Chinese‐English Speakers living in English‐Speaking Contexts (2006, background): “…awareness of the morphological structure of characters and were able to use the semantic radical information to derive the meaning of an unfamiliar character (Ku & Anderson, 2003; McBride-Chang et al., 2003), even though this level of analysis is not explicitly taught (Wu, Li, & Anderson, 1999).”
• Curricular and instructional influences on early literacy attainment: evidence from Beijing, Hong Kong and Singapore (2005, background): “Indeed, research indicates that morphological awareness contributes significantly to young children’s Chinese character recognition (McBride-Chang et al., 2003).”
• The role of morphological awareness in children's vocabulary acquisition in English (2005, background): “This skill is particularly important in Chinese, which has an enormous number of homophones (McBride–Chang et al., 2003), but it also appears to be important in English.”
• Morphological Awareness, Orthographic Knowledge, and Spelling Errors: Keys to Understanding Early Chinese Literacy Acquisition (2009, result): “These findings are consistent with previous studies from reading development and impairment (McBride-Chang et al., 2003; Shu et al., 2006) and suggest that at an early stage of reading development, children’s understanding of 448 TONG ET AL. the morphological structure of their spoken language…”
• Chinese Children's Character Recognition: Visuo-Orthographic, Phonological Processing and Morphological Skills. (2012, methodology): “…the morphological construction task, previously used in other studies to explain variance in Chinese character recognition both in Hong Kong (e.g. McBride-Chang et al., 2003) and in Beijing (e.g. McBride-Chang, Cho et al., 2005) was independently associated with Chinese word recognition in this…”
• Rapid naming speed and Chinese character recognition (2008, background): “Existing studies with Chinese speaking subjects have shown that RAN Objects and RAN Digits, the two tasks used in most studies, correlate significantly with character recognition among kindergarten, first-grade, and second-grade students from Taiwan, Hong Kong, and China (Chow, McBride-Chang, & Burg”
• Explicit instruction in orthographic structure and word morphology helps Chinese children learn to write characters (2006, result): “This result supports the findings of McBride-Chang et al. (2003) , who found that morphological awareness is uniquely important for children learning to read Chinese when phonological awareness and other measures were held constant.”
• The importance of morphological awareness in Korean-English biliteracy acquisition (2009, background): “Previous research has documented the necessity to control for these two major variables in examining the contribution of morphological awareness to reading outcomes in both monolingual populations (e.g., Deacon & Kirby, 2004; McBride-Chang et al., 2003; Nagy et al.,2003, 2006) and bilingual populati”
• Phonological awareness and morphological awareness: differential associations to regular and irregular word recognition in early Korean Hangul readers (2008, background): “This task, called morphological construction, has previously been demonstrated to predict unique variance in Chinese character recognition among both kindergartners and second graders ( McBride-Chang et al., 2003 ) and to explain unique variance in word recognition in Korean among second graders (Mc”
• Morphological Awareness and Chinese Children's Literacy Development: An Intervention Study (2009, background): “McBride-Chang, Shu, Zhou, Wat, and Wagner (2003) presented measures of morphological awareness (eg, ‘If we see the sun rising in the morning, we call that a sunrise .”
• 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.”
• Early reading in Kannada: The pace of acquisition of orthographic knowledge and phonemic awareness (2007, background): “We know for example that morphological knowledge is crucial in the early stages of character reading (McBride-Chang et al., 2003).”