Testing reciprocity between lexical knowledge and reading comprehension among Chinese children: A cross-lagged panel analysis
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[1] East China Normal University
East China Normal University
China
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- Localización: European journal of psychology of education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 35, Nº 4, 2020, págs. 911-930
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
The present study aims to explore the reciprocal relationship between multidimensional lexical knowledge (reading vocabulary and morphological awareness) and reading comprehension among early elementary-age Chinese students. Using data from second-grade students (N = 288, Mage=7.8), the study drew upon a cross-lagged panel design to test the bidirectionality of the two constructs. Results showed lexical knowledge, indicated by reading vocabulary and morphological awareness, had a significant effect on the development of reading comprehension skill among young Chinese readers. However, the relationship was unidirectional in nature based on the cross-lagged paths. Implications of this study centered on the conceptualization and operationalization of lexical knowledge, the uniqueness of morphological awareness as a component of lexical knowledge, and variations in instructional practices.
