Development of morphological awareness in Chinese and English

By Yu-Min Ku, Richard C. Anderson. 2003

343 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/d34194d8d73efac374457f62578a267cf5e6c20d

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. E. Geva
4. Michael J. Kieffer
5. Min Wang
6. Hua Shu
7. Y. Luo
8. Gloria Ramirez

In Education

1. Michael J. Kieffer
2. E. Geva
3. Xi Chen
4. C. McBride-Chang
5. Hua Shu
6. Min Wang
7. S. H. Deacon
8. Y. Luo

In Statistics and Probability

1. Michael J. Kieffer
2. C. McBride-Chang
3. Xi Chen
4. E. Geva
5. P. D. Liu
6. Min Wang
7. Gloria Ramirez
8. S. H. Deacon

Citations in the corpus

• Cross-Language Transfer of Morphological Awareness in Chinese-English Bilinguals. (2011, background): “In a comparative study, Ku and Anderson (2003) observed that Taiwanese children had more advanced compound awareness than American children, whereas American children had more advanced derivational awareness than their Taiwanese counterparts.”
• Morphological awareness, phonological awareness, and reading in English–Arabic bilingual children (2008, neutral): “This relationship has been demonstrated in other languages too (Abu-Rabia, Share & Mansour, 2003; Assink, Vooijs, & Knuijt, 2000; Ben-Dror, Bentin, & Frost, 1995; Bryant, Nunes, & Aidinis, 1999; Casalis, Cole, & Sopo, 2004; Ku & Anderson, 2003; Elbro & Arnbak, 1996; Fayol, Hupet, & Largy, 1999; Fa”
• Metalinguistic skills and vocabulary knowledge in Chinese (L1) and English (L2) (2006, background): “For example, Ku and Anderson (2003) found strong correlations of several of their measures of morphological awareness with vocabulary knowledge for both Chinese- and English-speaking children in their native languages, respectively.”
• The Relation of Morphological Awareness and Syntactic Awareness to Adults’ Reading Comprehension (2011, background): “Additionally, Ku and Anderson (2003) suggested that morphological awareness was a significant predictor of reading comprehension for both Chinese and American second-, fourth-, and sixth-grade students in their respective native languages.”
• Explicit instruction in orthographic structure and word morphology helps Chinese children learn to write characters (2006, background): “Mahony, Singson, and Mann (2000) for English and Ku and Anderson (2003) for Chinese found a strong relationship between morphological sensitivity and reading ability in the elementary grades, with children’s knowledge of the morphological relatedness of words found to contribute significantly to m”
• Contribution of morphological awareness and lexical inferencing ability to L2 vocabulary knowledge and reading comprehension among advanced EFL learners: testing direct and indirect effects (2011, background): “comprehension ability (e.g., Carlisle, 2000; Ku & Anderson, 2003; McBride-Chang et al., 2008; Nagy, Berninger, & Abbot, 2006).”
• Speech Perception, Metalinguistic Awareness, Reading, and Vocabulary in Chinese-English Bilingual Children (2010, background): “2 Cantonese was transcribed in Jyutping, or Cantonese Romanization, standardized by the Linguistic Society of Hong Kong (1993). Numbers indicate lexical tones.”
• The Relation Between Morphological Awareness and Reading Comprehension: Evidence From Mediation and Longitudinal Models (2014, background): “Several studies have shown a correlation between morphological awareness, or the awareness of and ability to manipulate the smallest meaningful units in words (Carlisle, 1995), and reading comprehension beyond substantive control measures (e.g., Deacon & Kirby, 2004; Ku & Anderson, 2003).”
• 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).”
• Using Multiple Measures of Morphological Awareness to Assess its Relation to Reading (2013, neutral): “(Berninger et al., 2010; Ku & Anderson, 2003; Mahony et al., 2000; Nagy et al., 2006).”
• What Is Morphological Awareness? Tapping Lexical Compounding Awareness in Chinese Third Graders. (2010, background): “Applied Psychological Measurement, 11, 385–395. Brennan, F., & Ireson, J. (1997). Training phonological awareness: A study to evaluate the effects of a program of metalinguistic games in kindergarten.”
• Contributions of morphology beyond phonology to literacy outcomes of upper elementary and middle-school students. (2006, background): “Ku and Anderson (2003) found that even when vocabulary knowledge was statistically controlled for, morphological awareness significantly predicted reading comprehension for both Chinese and American second-, fourth-, and sixth-grade students reading in their respective languages.”
• The contributions of phonology, orthography, and morphology in Chinese–English biliteracy acquisition (2009, background): “…in Chinese, tapped by measures such as compound word formation, homophone detection, and homograph awareness strongly predicted Chinese character reading skill (Ku & Anderson, 2003; Li, Anderson, Nagy, & Zhang, 2002; McBride-Chang et al., 2005; McBride-Chang, Shu, Zhou, Wat, & Wagner, 2003).”
• Morphological Awareness and Chinese Children's Literacy Development: An Intervention Study (2009, background): “Ku and Anderson (2003) administered four tasks assessing morphological awareness (eg, judging whether pseudo derivatives and compounds, such as cowhouse or muchable , are possible and meaningful) to Chinese-speaking and English-speaking second, fourth, and sixth graders.”