Using Dynamic Assessment to Measure Morpheme Identification and Predict Character Reading Among Chinese Children

Abstract

AbstractIn the present study, we designed a dynamic measure to assess emerging morphological awareness in Chinese children and examined its concurrent and longitudinal relations with character recognition. The initial question of the dynamic assessment of morphological awareness (DAMA) task asked children to judge whether the first morphemes in a pair of words shared the same meaning. Subsequently, up to four prompts were provided for each word in the word pair to draw children's attention to the meaning of the target morpheme as well as the morphological structure of the word. The participants included 154 first‐grade Chinese children. In addition to the DAMA task, they received a battery of measures including nonverbal intelligence, rapid automatized naming, phonological awareness, vocabulary knowledge, and Chinese character reading. While all measures were administered at the beginning of grade 1, the character reading measure was administered again at the end of grade 1, and at the beginning and end of grade 2. The results showed that the prompts provided in the DAMA task increased children's ability to identify morpheme meanings in compound words by helping them separate morpheme meanings from word meanings. Furthermore, the DAMA task accounted for significant unique variance in character recognition concurrently at the beginning of grade 1 and longitudinally at all three other time points after controlling for static morphological awareness and other reading related variables. Our study suggests that dynamic assessment can be used to effectively assess morphological awareness and predict character reading abilities in young Chinese children.