Please use this identifier to cite or link to this item:
http://hdl.handle.net/20.500.11861/5272
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Yeung, Pui-sze | en_US |
dc.contributor.author | Ho, Connie Suk-Han | en_US |
dc.contributor.author | Wong, Yau-Kai | en_US |
dc.contributor.author | Chan, David Wai-ock | en_US |
dc.contributor.author | Chung, Kevin Kien-hoa | en_US |
dc.contributor.author | Dr. LO Lap Yan | en_US |
dc.date.accessioned | 2018-07-12T03:53:12Z | - |
dc.date.available | 2018-07-12T03:53:12Z | - |
dc.date.issued | 2013 | - |
dc.identifier.citation | Applied Psycholinguistics, Nov 2013, vol. 34(6), pp. 1245-1277. | en_US |
dc.identifier.issn | 0142-7164 | - |
dc.identifier.issn | 1469-1817 | - |
dc.identifier.uri | http://hdl.handle.net/20.500.11861/5272 | - |
dc.description.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. | en_US |
dc.language.iso | en | en_US |
dc.relation.ispartof | Applied Psycholinguistics | en_US |
dc.title | Longitudinal predictors of Chinese word reading and spelling among elementary grade students | en_US |
dc.type | Peer Reviewed Journal Article | en_US |
dc.identifier.doi | 10.1017/S0142716412000239 | - |
dc.identifier.volume | 34 | - |
dc.identifier.issue | 6 | - |
dc.identifier.spage | 1245 | - |
item.fulltext | No Fulltext | - |
crisitem.author.dept | Department of Counselling & Psychology | - |
Appears in Collections: | Counselling and Psychology - Publication |
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