Using Structural Equation Modeling to Explore the Relation of Morphological Awareness, Phonological Awareness, and Orthographic processing to Chinese Literacy Development.

• Main Authors: Lee, Keng-Wei, 李畊緯
• Other Authors: Liao, Chen-Huei
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/81048030700198305687

碩士 === 國立臺中教育大學 === 特殊教育學系碩士班 === 99 === This cross-sectional study examined morphological awareness, phonological awareness, and orthographic processing in predicting character recognition, reading fluency（One-Minute Reading）, and reading comprehension by using structural equation modeling（SEM）. Four hundreds and sixty-nine grade 1, grade 3, and grade 5 students were examined with morphological awareness, phonological awareness, orthographic processing and reading measures. Furthermore, thirty-one Grade 5 students with dyslexia were compared with normal readers of the same age（CA controls）and normal readers of the same reading-level（RL controls）. The main findings are summarized as follows： （a）Morphological awareness developed with grades, especially between grade 1 and grade 3. Onset awareness developed mildly with grades, but not rime awareness. Grade 3 students have already developed adequate understanding of positional regularity of Chinese characters. （b）Morphological awareness, phonological awareness, and orthographic processing correlated significantly with literacy measures （Character Recognition, One-Minute Reading, Reading Comprehension）. （c）After controlling for phonological awareness and orthographic processing, morphological awareness skills predicted unique variance in Chinese literacy measures in grade 1, grade 3, and grade 5. （d）Dyslexia students performed significantly worse than their CA controls, but similarly with their RL controls in morphological awareness, rime awareness, and noncharacter awareness skills. The findings of the present study underscore the importance of morphological awareness for Chinese literacy acquisition.