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

References

• Araújo S, Reis A, Petersson KM, Faísca L. Rapid automatized naming and reading performance: a meta-analysis. J Educ Psychol. 2015;107(3):868–883. doi:10.1037/edu0000006
   Web of Science ®Google Scholar
• Berninger VW, Abbott RD. Listening comprehension, oral expression, reading comprehension, and written expression: related yet unique language systems in grades 1, 3, 5, and 7. J Educ Psychol. 2010;102(3):635. doi:10.1037/a0019319
   PubMed Web of Science ®Google Scholar
• Bree ED, Zee M. The unique role of verbal memory, vocabulary, concentration and self-efficacy in children’s listening comprehension in upper elementary grades. First Lang. 2021;41:129–153. doi:10.1177/0142723720941680
   Web of Science ®Google Scholar
• Cain K, Oakhill J. The nature of the relationship between comprehension skill and the ability to tell a story. Br J Dev Psychol. 2011;14(2):187–201. doi:10.1111/j.2044-835X.1996.tb00701.x
   Web of Science ®Google Scholar
• Carlisle JF. Awareness of the structure and meaning of morphologically complex words: impact on reading. Reading Writing. 2000;12(3):169–190. doi:10.1023/A:1008131926604
   Web of Science ®Google Scholar
• Carlisle JF, Fleming J. Lexical processing of morphologically complex words in the elementary years. Sci Stud Reading. 2003;7(3):239–253. doi:10.1207/S1532799XSSR0703_3
   Web of Science ®Google Scholar
• Cheng Y, Li L, Wu X. The reciprocal relationship between compounding awareness and vocabulary knowledge in Chinese: a latent growth model study. Front Psychol. 2015;6:440. doi:10.3389/fpsyg.2015.00440
   PubMed Web of Science ®Google Scholar
• Cheng Y, Zhang J, Li H, et al. Growth of compounding awareness predicts reading comprehension in young Chinese students: a longitudinal study from grade 1 to grade 2. Read Res Q. 2017;52(1):91–104. doi:10.1002/rrq.155
   Web of Science ®Google Scholar
• Deacon SH, Kieffer MJ, Laroche A. The relation between morphological awareness and reading comprehension: evidence from mediation and longitudinal models. Sci Stud Reading. 2014;18(6):432–451. doi:10.1080/10888438.2014.926907
   Web of Science ®Google Scholar
• Dickinson DK, Golinkoff RM, Hirsh-Pasek K. Speaking out for language: why language is central to reading development. Educ Res. 2013;39(4):305–310. doi:10.3102/0013189X10370204
   Web of Science ®Google Scholar
• Dufva M, Niemi P, Voeten MJM. The role of phonological memory, word recognition, and comprehension skills in reading development: from preschool to grade 2. Read Writ. 2001;14(1):91–117. doi:10.1023/A:1008186801932
   Web of Science ®Google Scholar
• Dodd B, Conn L. The effect of Braille orthography on blind children’s phonological awareness. J Res Read. 2010;23(1):1–11. doi:10.1111/1467-9817.00098
   Google Scholar
• Dulay KM, Law SY, McBride C, Ho C. Reciprocal effects of morphological awareness, vocabulary knowledge, and word reading: a cross-lagged panel analysis in Chinese. J Exp Child Psychol. 2021;206:105100. doi:10.1016/j.jecp.2021.105100
   PubMed Web of Science ®Google Scholar
• Edmonds C, Pring L. Generating inferences from written and spoken language: a comparison of children with visual impairment and children with sight. Br J Dev Psychol. 2011;24(2):337–351. doi:10.1348/026151005X35994
   Web of Science ®Google Scholar
• Florit MR, Chiara Levorato M, Levorato MC. Listening text comprehension of explicit and implicit information in preschoolers: the role of verbal and inferential skills. Discourse Process. 2011;48(2):119–138. doi:10.1080/0163853X.2010.494244
   Web of Science ®Google Scholar
• Florit E, Cain K. The simple view of reading: is it valid for different types of alphabetic orthographies? Educ Psychol Rev. 2011;23(4):553–576. doi:10.1007/s10648-011-9175-6
   Web of Science ®Google Scholar
• Florit E, Roch M, Altoè G, Levorato MC. Listening comprehension in preschoolers: the role of memory. Br J Dev Psychol. 2011;27(4):935–951. doi:10.1348/026151008X397189
   Web of Science ®Google Scholar
• Florit E, Roch M, Levorato MC. Listening text comprehension in preschoolers: a longitudinal study on the role of semantic components. Read Writ. 2014;27(5):793–817. doi:10.1007/s11145-013-9464-1
   Web of Science ®Google Scholar
• Fong CY, Ho C. What are the contributing cognitive-linguistic skills for early Chinese listening comprehension? Learn Individ Differ. 2017;59:78–85. doi:10.1016/j.lindif.2017.08.001
   Web of Science ®Google Scholar
• Georgiou GK, Parrila R, Cui Y, Papadopoulos TC. Why rapid automatized naming is related to reading? J Exp Child Psychol. 2013;115(1):218–225. doi:10.1016/j.jecp.2012.10.015
   PubMed Web of Science ®Google Scholar
• Gottardo A, Mirza A, Koh PW, Ferreira A, Javier C. Unpacking listening comprehension: the role of vocabulary, morphological awareness, and syntactic knowledge in reading comprehension. Read Writ. 2017;31(1):1–24.
   Google Scholar
• Gillon GT, Young AA. The phonological-awareness skills of children who are blind. J Vis Impair Blind. 2002;96(1):38–49. doi:10.1177/0145482X0209600105
   Web of Science ®Google Scholar
• Hao M, Chen X, Dronjic V, Shu H, Anderson RC. The development of young Chinese children’s morphological awareness: the role of semantic relatedness and morpheme type. Appl Psycholinguist. 2013;34(1):45–67. doi:10.1017/S0142716411000609
   Web of Science ®Google Scholar
• Jarmulowicz L, Hay SE, Taran VL, Ethington CA. Fitting derivational morphophonology into a developmental model of reading. Read Writ. 2008;21(3):275–297. doi:10.1007/s11145-007-9073-y
   Web of Science ®Google Scholar
• Tannenbaum KR, Torgesen J, Wagner RK. Relationships between word knowledge and reading comprehension in third-grade children. Sci Stud Reading. 2006;10(4):381–398. doi:10.1207/s1532799xssr1004_3
   Web of Science ®Google Scholar
• Kendeou P, Bohn-Gettler C, White MJ, Broek PVD. Children’s inference generation across different media. J Res Read. 2010;31(3):259–272. doi:10.1111/j.1467-9817.2008.00370.x
   Web of Science ®Google Scholar
• Kendeou P, Paul VDB, White MJ, Lynch JS. Predicting reading comprehension in early elementary school: the independent contributions of oral language and decoding skills. J Educ Psychol. 2009;101(4):765–778. doi:10.1037/a0015956
   Web of Science ®Google Scholar
• Kim YS, Pilcher H. What is listening comprehension and what does it take to improve listening comprehension? In: Schiff R, Joshi M, editors. Handbook of Interventions in Learning Disabilities. Springer; 2016:159–174.
   Google Scholar
• Kim YS, Wagner RK, Lopez D. Developmental relations between reading fluency and reading comprehension: a longitudinal study from grade 1 to grade 2. J Exp Child Psychol. 2012;113(1):93–111. doi:10.1016/j.jecp.2012.03.002
   PubMed Web of Science ®Google Scholar
• Kinnunen R, Vauras M, Niemi P. Comprehension monitoring in beginning readers. Sci Stud Reading. 1998;2:353–375. doi:10.1207/s1532799xssr0204_4
   Google Scholar
• Kuo LJ, Anderson RC. Morphological awareness and learning to read: a cross-language perspective. Educ Psychol. 2006;41(3):161–180. doi:10.1207/s15326985ep4103_3
   Web of Science ®Google Scholar
• Liu PD, McBride-Chang C. What is morphological awareness? Tapping lexical compounding awareness in Chinese third graders. J Educ Psychol. 2010;102(1):62–73. doi:10.1037/a0016933
   Web of Science ®Google Scholar
• Liu PD, McBride-Chang C, Wong T, Shu H, Wong A. Morphological awareness in Chinese: unique associations of homophone awareness and lexical compounding to word reading and vocabulary knowledge in Chinese children. Appl Psycholinguist. 2012;34:755–775. doi:10.1017/S014271641200001X
   Web of Science ®Google Scholar
• Lorimer J, McCall S. Braille Teaching and Learning. University of Birmingham, School of Education; 1992.
   Google Scholar
• Muter V, Hulme C, Snowling MJ, Stevenson J. Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: evidence from a longitudinal study. Dev Psychol. 2004;40(5):665–681. doi:10.1037/0012-1649.40.5.665
   PubMed Web of Science ®Google Scholar
• Melby-Lervåg M, Lervåg A. Reading comprehension and its underlying components in second-language learners: a meta-analysis of studies comparing first- and second-language learners. Psychol Bull. 2014;140(2):409–433. doi:10.1037/a0033890
   PubMed Web of Science ®Google Scholar
• Mohammed Z, Omar R. Comparison of reading performance between visually impaired and normally sighted students in Malaysia. Br J Vis Impair. 2011;29(3):196–207. doi:10.1177/0264619611415004
   Google Scholar
• McBride CA. Is Chinese special? Four aspects of Chinese literacy acquisition that might distinguish learning Chinese from learning alphabetic orthographies. Educ Psychol Rev. 2016;28:523–549. doi:10.1007/s10648-015-9318-2
   Web of Science ®Google Scholar
• Nagy WE, Anderson RC. How many words are there in printed school English? Read Res Q. 1984;19(3):304. doi:10.2307/747823
   Web of Science ®Google Scholar
• Nagy W, Berninger V, Abbott R, Vaughan K, Vermeulen K. Relationship of morphology and other language skills to literacy skills in at-risk second-grade readers and at-risk fourth-grade writers. J Educ Psychol. 2003;95(4):730–742. doi:10.1037/0022-0663.95.4.730
   Web of Science ®Google Scholar
• Nagy W, Berninger VW, Abbott RD. Contributions of morphology beyond phonology to literacy outcomes of upper elementary and middle-school students. J Educ Psychol. 2006;98(1):134–147. doi:10.1037/0022-0663.98.1.134
   Web of Science ®Google Scholar
• Oakhill J, Cain K. Issues of causality in children’s reading comprehension. In: McNamara DS, editor. Reading Comprehension Strategies: Theories, Interventions, and Technologies. Mahwah, NJ: Lawrence Erlbaum; 2007:47–72.
   Google Scholar
• Packard JL. The Morphology of Chinese: A Linguistics and Cognitive Approach. New York: Cambridge University Press; 2000.
   Google Scholar
• Pearson RR, Livezey KB, Goldstein MI. Spotted owls, barred owls, and late-successional reserves. J Raptor Res. 2007;41(6):156–161. doi:10.3356/0892-1016(2007)41[156:SOBOAL]2.0.CO;2
   Web of Science ®Google Scholar
• Penno JF, Wilkinson IAG, Moore DW. Vocabulary acquisition from teacher explanation and repeated listening to stories: do they overcome the Matthew effect? J Educ Psychol. 2002;94(1):23–33. doi:10.1037/0022-0663.94.1.23
   Web of Science ®Google Scholar
• Perfetti CA, Hart L. The lexical basis of comprehension skill. In: Gorfein DS, editor. On the Consequences of Meaning Selection: Perspectives on Resolving Lexical Ambiguity. Washington, DC: American Psychological Association; 2001:67–86.
   Google Scholar
• Papastergiou A, Pappas V. A comparison of sighted and visually impaired children’s text comprehension. Res Dev Disabil. 2019;85:8–19. doi:10.1016/j.ridd.2018.10.003
   PubMed Web of Science ®Google Scholar
• Roth FP, Speece DL, Cooper DH. A longitudinal analysis of the connection between oral language and early reading. J Educ Res. 2002;95(5):259–272. doi:10.1080/00220670209596600
   Web of Science ®Google Scholar
• Ruan Y, Georgiou GK, Song S, Li Y, Shu H. Does writing system influence the associations between phonological awareness, morphological awareness, and reading? A meta-analysis. J Educ Psychol. 2018;110:108–202. doi:10.1037/edu0000216
   Web of Science ®Google Scholar
• Savaiano ME. Comparison of Vocabulary Instruction Strategies for Students Who Read Braille. Dissertations & Theses - Gradworks. Vanderbilt University; 2014.
   Google Scholar
• Savaiano ME, Compton DL, Hatton DD. Chapter six–reading comprehension for braille readers: an empirical framework for research. Int Rev Res Dev Disabil. 2014;46:177–205.
   Web of Science ®Google Scholar
• Stahl SA, Nagy WE. Teaching word meanings. In: Differences in the Development of Reading Fluency. Mahwah, NJ: Erlbaum; 2006;16:32–71.
   Google Scholar
• Sene´chal M, Ouellette G, Rodney D. The misunderstood giant: on the predictive role of early vocabulary to future reading. In: Neuman SB, Dickinson D, editors. Handbook of Early Literacy Research. Vol. 2. New York: Guilford Press; 2006:173–182.
   Google Scholar
• Silvén M, Poskiparta E, Niemi P, Voeten M. Precursors of reading skill from infancy to first grade in finish: continuity and change in a highly inflected language. J Educ Psychol. 2007;99(3):516–531. doi:10.1037/0022-0663.99.3.516
   Web of Science ®Google Scholar
• Shu H, Mcbridechang C, Wu S, Liu H. Understanding Chinese developmental dyslexia: morphological awareness as a core cognitive construct. J Educ Psychol. 2006;98(1):122–133. doi:10.1037/0022-0663.98.1.122
   Web of Science ®Google Scholar
• Steinman LB, Kimbrough BT, Kimbrough BT. Developmental stages of reading processes in children who are blind and sighted. J Vis Impair Blind. 2006;100(1):36–46. doi:10.1177/0145482X010000106
   Web of Science ®Google Scholar
• Suggate S, Lenhard W, Neudecker E, Schneider W. Incidental vocabulary acquisition from stories: second and fourth graders learn more from listening than reading. First Lang. 2013;33(6):551–571. doi:10.1177/0142723713503144
   Web of Science ®Google Scholar
• Tilstra J, Mcmaster K, Broek PVD, Kendeou P, Rapp D. Simple but complex: components of the simple view of reading across grade levels. J Res Read. 2010;32(4):383–401. doi:10.1111/j.1467-9817.2009.01401.x
   Web of Science ®Google Scholar
• Veispak A, Boets B, Ghesquière P. Parallel versus sequential processing in print and braille reading. Res Dev Disabil. 2012;33(6):2153–2163. doi:10.1016/j.ridd.2012.06.012
   PubMed Web of Science ®Google Scholar
• Veispak A, Boets B, Ghesquière P. Differential cognitive and perceptual correlates of print reading versus braille reading. Res Dev Disabil. 2013;34(1):372–385. doi:10.1016/j.ridd.2012.08.012
   PubMed Web of Science ®Google Scholar
• Xie R, Zhang J, Wu X, Nguyen TP. The relationship between morphological awareness and reading comprehension among Chinese children. Front Psychol. 2019;10. doi:10.3389/fpsyg.2019.00054
   Web of Science ®Google Scholar
• Yeung PS, Ho SH, Chan WO, Chung KH, Wong YK. A model of reading comprehension in Chinese elementary school children. Learn Individ Differ. 2013;25(3):55–66. doi:10.1016/j.lindif.2013.03.004
   Web of Science ®Google Scholar
• Wu X, Anderson RC, Li W, et al. Morphological awareness and Chinese children’s literacy development: an intervention study. Sci Stud Reading. 2009;13(1):26–52. doi:10.1080/10888430802631734
   Web of Science ®Google Scholar
• Wong YK. Developmental relations between listening and reading comprehension in young Chinese language learners: a longitudinal study. J Psycholinguist Res. 2018;50(2):1–13.
   Google Scholar