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Showing 1 to 15 of 36 results Save | Export
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Yue Xia; Ruibo Xie; Xinchun Wu; Thi Phuong Nguyen; Zhenliang Wang – Reading and Writing: An Interdisciplinary Journal, 2024
Examining changes in the longitudinal relationship between vocabulary knowledge and three types of morphological awareness (MA), a cross-lagged design was conducted with a sample of 146 Chinese children. Homophone awareness, homograph awareness, compounding awareness, and vocabulary knowledge were measured in grades 1 (T1), 2 (T2), and 3 (T3),…
Descriptors: Vocabulary Development, Morphology (Languages), Foreign Countries, Chinese
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Jelena Markovic; Garvin Brod; Leonard Tetzlaff – Reading and Writing: An Interdisciplinary Journal, 2025
Orthographic knowledge (i.e., the knowledge of conventions of a written language) has been identified as a predictor of both basic and higher-level reading processes, however, mostly examined in a cross-sectional design. It remains unclear, whether and how orthographic knowledge contributes uniquely in explaining differences in the acquisition of…
Descriptors: Foreign Countries, Orthographic Symbols, Reading Processes, German
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Xiujie Yang; Dora Jue Pan; Chor Ming Lo; Catherine McBride – Reading and Writing: An Interdisciplinary Journal, 2024
The present study aimed to investigate whether and how Chinese single character reading and 2-character word reading can reflect somewhat different processes. Tasks of Chinese rapid automatized naming (RAN), morphological awareness, phonological awareness, orthographic knowledge, along with vocabulary knowledge and nonverbal intelligence tasks,…
Descriptors: Foreign Countries, Kindergarten, Elementary School Students, Morphology (Languages)
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Shen, Yaqi; Crosson, Amy C. – Reading and Writing: An Interdisciplinary Journal, 2023
Convergent evidence suggests that, for bilingual learners, well-developed morphological awareness in the first or second language may facilitate second language reading comprehension. However, there may be important differences between types of morphological awareness which could affect the degree to which second language reading comprehension is…
Descriptors: Foreign Countries, Grade 8, Adolescents, English (Second Language)
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Xie, Ruibo; Fang, Yuanyuan; Wu, Xinchun; Nguyen, Thi Phuong – Reading and Writing: An Interdisciplinary Journal, 2023
Children's idiom comprehension is an important aspect of language development. Idioms have both literal and figurative meanings, and there are often great differences between literal meaning and figurative meaning, which brings great difficulties to children's accurate understanding of idioms. As a kind of underlying language ability,…
Descriptors: Foreign Countries, Elementary School Students, Reading Comprehension, Language Patterns
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Jinger Pan; Catherine McBride; Joyce Lok Yin Kwan; Hua Shu – Reading and Writing: An Interdisciplinary Journal, 2025
While it has been shown that socioeconomic status (SES) is important for children's literacy development in their first language (L1), less is known about its association with reading in a second language (L2). The present study examined the different effects of SES on the acquisition of reading in Chinese as L1 and English as L2 from ages 7 to…
Descriptors: Native Language, Second Language Learning, Chinese, Socioeconomic Status
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Krepel, Alexander; de Bree, Elise H.; de Jong, Peter F. – Reading and Writing: An Interdisciplinary Journal, 2021
Availability of orthography during word learning has been found to facilitate learning the word's spelling and pronunciation and has been proposed to facilitate learning its meaning. This has not been studied in second language (L2) learning yet, in which word learning often corresponds to translation learning. Therefore, an L2 word learning…
Descriptors: Orthographic Symbols, Second Language Learning, English (Second Language), Vocabulary Development
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Baoqi Sun; Beth Ann O'Brien; Nur Artika Binte Arshad; He Sun – Reading and Writing: An Interdisciplinary Journal, 2024
This study examined the within- and cross-language relationships between intrinsic language learning motivation, home literacy environment (shared book reading, parental literacy involvement, and parent perceived child literacy interest), and receptive vocabulary in 185 bilingual preschoolers and 233 primary school children in Singapore. Age…
Descriptors: Learning Motivation, Family Literacy, Family Environment, Bilingual Students
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Ludewig, Ulrich; Hübner, Nicolas; Schroeder, Sascha – Reading and Writing: An Interdisciplinary Journal, 2023
Vocabulary knowledge is one of the most important elements of reading comprehension. Text coverage is the proportion of known words in a given text. We hypothesize that text comprehension increases exponentially with text coverage due to network effects and activation of prior knowledge. In addition, the lexical threshold hypothesis states that…
Descriptors: Vocabulary Development, Word Frequency, Reading Comprehension, Correlation
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Sisi Liu; Ning Li; Xinyong Zhang; Li-Chih Angus Wang; Duo Liu – Reading and Writing: An Interdisciplinary Journal, 2025
To investigate the longitudinal effects of two domain-general cognitive abilities, namely verbal working memory and visual search skill, on Chinese reading comprehension. To evaluate whether decoding and linguistic comprehension mediate such effects. A total of 202 first-grade Chinese-speaking children from mainland China (M[subscript]age =…
Descriptors: Chinese, Reading Comprehension, Short Term Memory, Grade 1
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Li, Yixun; Wang, Min; Espinas, Daniel – Reading and Writing: An Interdisciplinary Journal, 2021
Children can teach themselves new words via independent text reading. Previous studies on self-teaching heavily focused on learning to read in a first language (L1). Limited work was devoted to learning a second language (L2). We investigated the roles of exposure time of target pseudowords (four vs. six), availability of context (cohesive story…
Descriptors: Orthographic Symbols, Independent Study, English (Second Language), Second Language Learning
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Babayigit, Selma; Hitch, Graham J.; Kandru-Pothineni, Swathi; Clarke, Annie; Warmington, Meesha – Reading and Writing: An Interdisciplinary Journal, 2022
Previous research reported bilingual cognitive strengths in working memory, executive function and novel-word learning skills (Bialystok in Psychol Bull 143:233-262, 2017; Kaushanskaya and Marian in Psychon Bull Rev 16:705-710, 2009). These skills should also support bilingual children's vocabulary and reading development, yet bilingual children…
Descriptors: Bilingual Students, Reading Comprehension, Cognitive Ability, Children
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Junko Yamashita; Toshihiko Shiotsu; Kunihiro Kusanagi – Reading and Writing: An Interdisciplinary Journal, 2024
This longitudinal study investigated development of second language (L2) reading comprehension ability and predictive contributions of five L2 reading components (word recognition speed, listening comprehension, vocabulary breadth, grammar knowledge and first language [L1] reading comprehension) using latent growth curve modelling. The…
Descriptors: Predictor Variables, Second Language Learning, Second Language Instruction, English (Second Language)
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Baoqi Sun; Beth Ann O'Brien – Reading and Writing: An Interdisciplinary Journal, 2025
This study examines the intricate relationships between home language use, oral language skills (phonological awareness, morphological awareness, and receptive vocabulary), and literacy skills (word reading and spelling) in English and Chinese among young bilinguals. The sample includes 249 first-grade and 263 third-grade bilingual students in…
Descriptors: Native Language, Language Usage, Grade 1, Grade 2
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Koh, Poh Wee; Ku, Yu-Min; Chen, Xi – Reading and Writing: An Interdisciplinary Journal, 2020
How the construct of vocabulary is defined remains unclear although multiple theories have been put forth. In light of the lack of empirical work investigating the dimensionality of vocabulary knowledge in Chinese, the present study investigated the factor structure of Chinese print vocabulary in a sample of 111 Taiwanese children in Grades 1 and…
Descriptors: Foreign Countries, Elementary School Students, Primary Education, Grade 1
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