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A History of the Irish Language: From the Norman Invasion to Independence

By Aidan Doyle

This book "sets the history of the Irish language in its political and cultural context" and "makes available for the first time material that has previously been inaccessible to non-Irish speakers."


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The Cambridge Handbook of Pragmatics

Edited By Keith Allan and Kasia M. Jaszczolt

This book "fills the unquestionable need for a comprehensive and up-to-date handbook on the fast-developing field of pragmatics" and "includes contributions from many of the principal figures in a wide variety of fields of pragmatic research as well as some up-and-coming pragmatists."


Academic Paper


Title: Longitudinal predictors of Chinese word reading and spelling among elementary grade students
Author: Pui-Sze Yeung
Institution: University of Hong Kong
Author: Connie Suk-Han Ho
Institution: University of Hong Kong
Author: Yau-Kai Wong
Institution: University of Hong Kong
Author: David Wai-Ock Chan
Institution: Chinese University of Hong Kong
Author: Kevin K. H. Chung
Institution: University of Hong Kong
Author: Lap-Yan Lo
Institution: University of Hong Kong
Linguistic Field: Applied Linguistics; Language Acquisition
Subject Language: Chinese, Mandarin
Abstract: The longitudinal predictive power of four important reading-related skills (phonological skills, rapid naming, orthographic skills, and morphological awareness) to Chinese word reading and writing to dictation (i.e., spelling) was examined in a 3-year longitudinal study among 251 Chinese elementary students. Rapid naming, orthographic skills, and morphological awareness assessed in Grade 1 were significant longitudinal predictors of Chinese word reading in Grades 1 to 4. As for word spelling, rapid naming was the only significant predictor across grades. Morphological awareness was a robust predictor of word spelling in Grade 1 only. Phonological skills and orthographic skills significantly predicted word spelling in Grades 2 and 4. After controlling for autoregressive effects, morphological awareness and orthographic skills were the significant longitudinal predictors of Chinese word reading and word spelling, respectively. These findings reflected the impacts of the Chinese orthography on children's reading and spelling development.

CUP AT LINGUIST

This article appears IN Applied Psycholinguistics Vol. 34, Issue 6, which you can READ on Cambridge's site or on LINGUIST .



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