The Role of Morphological Awareness in Listening Comprehension of Chinese Blind Children: The Mediation of Vocabulary Knowledge

Figures & data

Table 1 Means, Standard Deviations, and Pearson Correlations of All Measures of the Variables

Variables	M(SD)	1	2	3	4	5	6	7	M (SD)
1. Text Listening	8.46 (3.44)	—	0.43**	0.43**	0.19	−0.07	0.38**	−0.24*	10.64 (2.91)
2. Vocabulary Knowledge	28.54(8.96)	0.54**	—	0.51**	0.26**	0.25*	0.48**	−0.37**	37.65 (10.47)
3. Morphological Awareness	35.45 (18.09)	0.57**	0.56**	—	0.19	−0.02	0.46**	−0.21	43.52 (19.01)
4. Phonological Awareness	9.68 (0.76)	0.24	0.10	0.09	—	0.05	0.17	−0.16	9.54 (0.92)
5. Age	131.39 (28.13)	0.25	0.29*	0.14	−0.18	—	−0.01	−0.04	172.47 (20.28)
6. Working Memory	2.47 (1.47)	0.40**	0.30*	0.25	0.17	0.41**	—	−0.38**	3.57 (2.04)
7. RAN	21.52 (19.55)	0.07	0.01	0.11	0.04	0.11	0.08	—	16.74 (6.69)

Notes: Below the diagonal for Grades1–3. Above the diagonal for Grades 4–6; *p < 0.05, **p < 0.01, two–tailed.

Table 2 Unique Variance in Listening Comprehension by Morphological Awareness and Vocabulary Knowledge

		Grade1–3			Grade 4–6
Step	Predicting variables	ΔR^2	β	t-value	ΔR^2	β	t-value
1	Age	0.17*	0.10	0.73	0.15*	−0.07	−0.70
	Working Memory		0.36	2.60*		0.38	3.69*
	RAN	0.00	0.03	0.21	0.01	−0.11	−0.97
	Phonological Awareness	0.04	0.22	1.71	0.02	0.13	1.27
2b	Morphological Awareness	0.23**	0.50	4.50**	0.08*	0.33	2.95*
2c	Vocabulary Knowledge	0.19**	0.47	3.95**	0.10*	0.38	3.32*

Note: *p < 0.05, **p < 0.01, two- tailed.