Send to

Choose Destination
J Psycholinguist Res. 2016 Feb;45(1):103-19. doi: 10.1007/s10936-014-9327-1.

Morphological Awareness in Literacy Acquisition of Chinese Second Graders: A Path Analysis.

Author information

Department of Modern Languages, Carnegie Mellon University, Pittsburgh, PA, USA.


The present study tested a path diagram regarding the contribution of morphological awareness (MA) to early literacy acquisition among Chinese-speaking second graders ([Formula: see text]). Three facets of MA were addressed, namely derivational awareness, compound awareness and compound structure awareness. The model aimed to test a theory of causal order among measures of MA and literacy outcomes. Drawing upon multivariate path analysis, direct and indirect effects of MA were analyzed to identify their role in literacy performance among young children. Results revealed that all three facets of MA made significant contributions to lexical inference ability. In addition, compound awareness showed a unique and significant contribution to vocabulary knowledge. It was also observed that lexical inference ability had a mediating effect predictive of both vocabulary knowledge and reading comprehension. Moreover, vocabulary knowledge mediated the effect of MA on reading comprehension. However, no significant contribution of MA to reading comprehension was found after controlling for lexical inference ability and vocabulary knowledge.


Lexical inference ability; Mediating effects; Morphological awareness; Reading comprehension; Vocabulary knowledge

[Indexed for MEDLINE]

Supplemental Content

Full text links

Icon for Springer
Loading ...
Support Center