Reading and Spelling Chinese Among Beginning Readers: What Skills Make a Difference?

Abstract

The contributions of six important reading-related skills (phonological awareness, rapid naming, orthographic skills, morphological awareness, listening comprehension, and syntactic skills) to Chinese word and text reading were examined among 290 Chinese first graders in Hong Kong. Rapid naming, but not phonological awareness, was a significant predictor of Chinese word reading and writing to dictation (i.e., spelling) in the context of orthographic skills and morphological awareness. Commonality analyses suggested that orthographic skills and morphological awareness each contributed significant amount of unique variance to Chinese word reading and spelling. Syntactic skills accounted for significant amount of unique variance in reading comprehension at both sentence and passage levels after controlling for the effects of word reading and the other skills, but listening comprehension did not. A model on the interrelationships among the reading-related skills and Chinese reading at both word and text levels was proposed.

ACKNOWLEDGMENTS

This research was funded by the READ & WRITE: A Jockey Club Learning Support Network from The Hong Kong Jockey Club Charities Trust. Special thanks are due to Ms. Suk-han Lee and Ms. Suk-man Tsang, Education Bureau, Hong Kong Special Administrative Region Government, Hong Kong, China, for their valuable advices and suggestions. We thank the support of teachers and students of the two participating schools.