Cross-lagged relationships between vocabulary knowledge and morphological awareness among Chinese children: a longitudinal study from grade 1 to grade 3-Reference-Cited by-同舟云学术

Cross-lagged relationships between vocabulary knowledge and morphological awareness among Chinese children: a longitudinal study from grade 1 to grade 3

Published:2022-11-26 Issue: Volume: Page:
ISSN:0922-4777
Container-title:Reading and Writing
language:en
Short-container-title:Read Writ

Author:

Xia Yue,Xie Ruibo,Wu Xinchun,Nguyen Thi Phuong,Wang Zhenliang

Funder

National Social Science Found of Pedagogy General Project: Research on the Influence Mechanism and Intervention of Family Adaptation under the “Double Reduction” Policy

Publisher

Springer Science and Business Media LLC

Subject

Speech and Hearing,Linguistics and Language,Education,Neuropsychology and Physiological Psychology

Link

https://link.springer.com/content/pdf/10.1007/s11145-022-10364-5.pdf

Reference59 articles.

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2. Afshari, S., & Tavakoli, M. (2017). The relationship between depth and breadth of vocabulary knowledge and Iranian EFL learners’ listening comprehension. International Journal of Research Studies in Language Learning, 6(3), 13–24. DOI: https://doi.org/10.5861/ijrsll.2016.1438

3. Chall, J. S. (1983b). Stages of reading development. New York, NY: McGraw-Hill

4. Chen, X., Hao, M., Geva, E., Zhu, J., & Shu, H. (2009). The role of compound awareness in Chinese children’s vocabulary acquisition and character reading. Reading and Writing: An Interdisciplinary Journal, 22(5), 615–631. DOI: https://doi.org/10.1007/s11145-008-9127-9

5. Cheng, Y., Li, L., & Wu, X. (2015). The reciprocal relationship between compounding awareness and vocabulary knowledge in Chinese: A latent growth model study. Frontiers in Psychology, 6, 440–448. DOI: https://doi.org/10.3389/fpsyg.2015.00440