The relationship between morphological awareness and reading comprehension among early grade Chinese children with reading difficulties: A path analysis (Record no. 174869)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 02176nam a2200181Ia 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20241023125313.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 241023s9999 xx 000 0 und d |
| 040 ## - CATALOGING SOURCE | |
| Transcribing agency | LDD |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Pang, Dongshan |
| 245 #4 - TITLE STATEMENT | |
| Title | The relationship between morphological awareness and reading comprehension among early grade Chinese children with reading difficulties: A path analysis |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Place of publication, distribution, etc. | United States |
| Name of publisher, distributor, etc. | Elsevier |
| Date of publication, distribution, etc. | 2024 |
| 490 ## - Journal | |
| Journal | Contemporary Educational Psychology |
| Volume/sequential designation | 77 |
| 500 ## - GENERAL NOTE | |
| General note | Substantial evidence revealed that morphological awareness could contribute to reading achievement in different alphabetic languages among children with and without reading difficulties. However, as the most spoken non-alphabetic language, there is a paucity of available research on Chinese reading development and impairment. This research focused on evaluating two potential intervening variables through the relationship between morphological awareness and reading comprehension. Compounding awareness, homophone awareness, homograph awareness, in addition to reading ability including character recognition, vocabulary knowledge, and reading comprehension were assessed in this research. Controls of phonological awareness and rapid automatized naming (RAN) were also included in the model. Participants were 200 second-grade students with reading difficulties in Chinese mainland . Path analysis revealed that morphological awareness made a direct contribution to reading comprehension beyond all other variables and this relationship was mediated by character recognition and vocabulary knowledge. Furthermore, two indirect pathways showed a significant difference in this study. The distinctive role of morphological awareness in reading comprehension for Chinese children with reading difficulties and the potential reasons for the significant effect difference between the two indirect pathways were discussed at the end of the study. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Morphological awarenesscharacter recognitionVocubulary knowledge |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Son, Seunghyun |
| 856 ## - ELECTRONIC LOCATION AND ACCESS | |
| Link text | click here to online access |
| Uniform Resource Identifier | <a href="https://www.sciencedirect.com/science/article/abs/pii/S0361476X24000134">https://www.sciencedirect.com/science/article/abs/pii/S0361476X24000134</a> |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Koha item type | Article |
| Date last seen | Total checkouts | Price effective from | Koha item type | Lost status | Damaged status | Not for loan | Withdrawn status | Home library | Current library | Date acquired |
|---|---|---|---|---|---|---|---|---|---|---|
| 10/23/2024 | 10/23/2024 | Article | Library and Documentation Division NCERT | Library and Documentation Division NCERT | 10/23/2024 |
