The reciprocal relation between morphological awareness and spelling in Chinese: A longitudinal study of primary school students
Spelling is a literacy skill that must be mastered during children's academic development. It involves a variety of cognitive factors, including morphological awareness. Studies in the alphabet and Chinese systems have shown that there is a close relationship between morphological awareness and...
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| description | Spelling is a literacy skill that must be mastered during children's academic development. It involves a variety of cognitive factors, including morphological awareness. Studies in the alphabet and Chinese systems have shown that there is a close relationship between morphological awareness and spelling. Although there is clearly a significant unidirectional effect of morphological awareness on spelling significantly, few studies have explored the bidirectional relationship between morphological awareness and spelling. This three-time point longitudinal study was designed to investigate the reciprocal effects of morphological awareness and character spelling in Chinese. Participants included 124 children from two primary schools in Mainland China. The students were tracked from first grade to third grade and were administered a battery of tests to measure morphological awareness (e.g., homophone awareness, homograph awareness, and compounding awareness) and spelling to dictation, controlling for IQ, phonological awareness, and orthographic awareness. A structural equation model was utilized to examine the reciprocal relation between the students' morphological awareness and character spelling. Results showed that earlier morphological awareness predicted subsequent spelling abilities from first grade to third grade and spelling in first grade predicted morphological awareness in second grade; however, spelling in second grade did not predict the subsequent morphological awareness in third grade. This study suggests that there is a bidirectional association between morphological awareness and spelling from first grade to second grade in Chinese, and a unidirectional association between morphological awareness and spelling from second grade to third grade. Future studies could examine the causal relationship between morphological awareness and character spelling by using an instructional intervention. |
| doi_str_mv | 10.1371/journal.pone.0243050 |
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It involves a variety of cognitive factors, including morphological awareness. Studies in the alphabet and Chinese systems have shown that there is a close relationship between morphological awareness and spelling. Although there is clearly a significant unidirectional effect of morphological awareness on spelling significantly, few studies have explored the bidirectional relationship between morphological awareness and spelling. This three-time point longitudinal study was designed to investigate the reciprocal effects of morphological awareness and character spelling in Chinese. Participants included 124 children from two primary schools in Mainland China. The students were tracked from first grade to third grade and were administered a battery of tests to measure morphological awareness (e.g., homophone awareness, homograph awareness, and compounding awareness) and spelling to dictation, controlling for IQ, phonological awareness, and orthographic awareness. A structural equation model was utilized to examine the reciprocal relation between the students' morphological awareness and character spelling. Results showed that earlier morphological awareness predicted subsequent spelling abilities from first grade to third grade and spelling in first grade predicted morphological awareness in second grade; however, spelling in second grade did not predict the subsequent morphological awareness in third grade. This study suggests that there is a bidirectional association between morphological awareness and spelling from first grade to second grade in Chinese, and a unidirectional association between morphological awareness and spelling from second grade to third grade. Future studies could examine the causal relationship between morphological awareness and character spelling by using an instructional intervention.</description><identifier>ISSN: 1932-6203</identifier><identifier>EISSN: 1932-6203</identifier><identifier>DOI: 10.1371/journal.pone.0243050</identifier><identifier>PMID: 33347514</identifier><language>eng</language><publisher>United States: Public Library of Science</publisher><subject>Awareness ; Biology and Life Sciences ; Child ; Child Development ; Children ; China ; Chinese language ; Chinese languages ; Cognition & reasoning ; Cognitive ability ; Collaboration ; Correlation analysis ; Education ; Elementary school students ; Female ; Grammar, Comparative and general ; Homophones ; Humans ; Hypotheses ; Language ; Language Tests ; Learning ; Linguistic research ; Literacy ; Literacy - psychology ; Longitudinal Studies ; Male ; Models, Theoretical ; Morphological processing ; Morphology ; Multivariate statistical analysis ; Orthography ; People and Places ; Phonetics ; Phonological awareness ; Preschool education ; Reading ; Schools ; Semantics ; Social Sciences ; Spelling ; Students ; Students - psychology ; Study and teaching ; Teacher education ; Vocabulary</subject><ispartof>PloS one, 2020-12, Vol.15 (12), p.e0243050-e0243050</ispartof><rights>COPYRIGHT 2020 Public Library of Science</rights><rights>2020 Li et al. This is an open access article distributed under the terms of the Creative Commons Attribution License: http://creativecommons.org/licenses/by/4.0/ (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. 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It involves a variety of cognitive factors, including morphological awareness. Studies in the alphabet and Chinese systems have shown that there is a close relationship between morphological awareness and spelling. Although there is clearly a significant unidirectional effect of morphological awareness on spelling significantly, few studies have explored the bidirectional relationship between morphological awareness and spelling. This three-time point longitudinal study was designed to investigate the reciprocal effects of morphological awareness and character spelling in Chinese. Participants included 124 children from two primary schools in Mainland China. The students were tracked from first grade to third grade and were administered a battery of tests to measure morphological awareness (e.g., homophone awareness, homograph awareness, and compounding awareness) and spelling to dictation, controlling for IQ, phonological awareness, and orthographic awareness. A structural equation model was utilized to examine the reciprocal relation between the students' morphological awareness and character spelling. Results showed that earlier morphological awareness predicted subsequent spelling abilities from first grade to third grade and spelling in first grade predicted morphological awareness in second grade; however, spelling in second grade did not predict the subsequent morphological awareness in third grade. This study suggests that there is a bidirectional association between morphological awareness and spelling from first grade to second grade in Chinese, and a unidirectional association between morphological awareness and spelling from second grade to third grade. Future studies could examine the causal relationship between morphological awareness and character spelling by using an instructional intervention.</description><subject>Awareness</subject><subject>Biology and Life Sciences</subject><subject>Child</subject><subject>Child Development</subject><subject>Children</subject><subject>China</subject><subject>Chinese language</subject><subject>Chinese languages</subject><subject>Cognition & reasoning</subject><subject>Cognitive ability</subject><subject>Collaboration</subject><subject>Correlation analysis</subject><subject>Education</subject><subject>Elementary school students</subject><subject>Female</subject><subject>Grammar, Comparative and general</subject><subject>Homophones</subject><subject>Humans</subject><subject>Hypotheses</subject><subject>Language</subject><subject>Language Tests</subject><subject>Learning</subject><subject>Linguistic research</subject><subject>Literacy</subject><subject>Literacy - psychology</subject><subject>Longitudinal Studies</subject><subject>Male</subject><subject>Models, Theoretical</subject><subject>Morphological processing</subject><subject>Morphology</subject><subject>Multivariate statistical analysis</subject><subject>Orthography</subject><subject>People and Places</subject><subject>Phonetics</subject><subject>Phonological awareness</subject><subject>Preschool education</subject><subject>Reading</subject><subject>Schools</subject><subject>Semantics</subject><subject>Social Sciences</subject><subject>Spelling</subject><subject>Students</subject><subject>Students - 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Academic</collection><collection>PubMed Central (Full Participant titles)</collection><collection>DOAJ Directory of Open Access Journals</collection><jtitle>PloS one</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Li, Liping</au><au>Li, Ruiying</au><au>Wu, Xinchun</au><au>Mirman, Daniel</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>The reciprocal relation between morphological awareness and spelling in Chinese: A longitudinal study of primary school students</atitle><jtitle>PloS one</jtitle><addtitle>PLoS One</addtitle><date>2020-12-21</date><risdate>2020</risdate><volume>15</volume><issue>12</issue><spage>e0243050</spage><epage>e0243050</epage><pages>e0243050-e0243050</pages><issn>1932-6203</issn><eissn>1932-6203</eissn><abstract>Spelling is a literacy skill that must be mastered during children's academic development. It involves a variety of cognitive factors, including morphological awareness. Studies in the alphabet and Chinese systems have shown that there is a close relationship between morphological awareness and spelling. Although there is clearly a significant unidirectional effect of morphological awareness on spelling significantly, few studies have explored the bidirectional relationship between morphological awareness and spelling. This three-time point longitudinal study was designed to investigate the reciprocal effects of morphological awareness and character spelling in Chinese. Participants included 124 children from two primary schools in Mainland China. The students were tracked from first grade to third grade and were administered a battery of tests to measure morphological awareness (e.g., homophone awareness, homograph awareness, and compounding awareness) and spelling to dictation, controlling for IQ, phonological awareness, and orthographic awareness. A structural equation model was utilized to examine the reciprocal relation between the students' morphological awareness and character spelling. Results showed that earlier morphological awareness predicted subsequent spelling abilities from first grade to third grade and spelling in first grade predicted morphological awareness in second grade; however, spelling in second grade did not predict the subsequent morphological awareness in third grade. This study suggests that there is a bidirectional association between morphological awareness and spelling from first grade to second grade in Chinese, and a unidirectional association between morphological awareness and spelling from second grade to third grade. Future studies could examine the causal relationship between morphological awareness and character spelling by using an instructional intervention.</abstract><cop>United States</cop><pub>Public Library of Science</pub><pmid>33347514</pmid><doi>10.1371/journal.pone.0243050</doi><tpages>e0243050</tpages><orcidid>https://orcid.org/0000-0001-8156-9802</orcidid><oa>free_for_read</oa></addata></record> |
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| source | MEDLINE; DOAJ Directory of Open Access Journals; Public Library of Science (PLoS); EZB-FREE-00999 freely available EZB journals; PubMed Central; Free Full-Text Journals in Chemistry |
| subjects | Awareness Biology and Life Sciences Child Child Development Children China Chinese language Chinese languages Cognition & reasoning Cognitive ability Collaboration Correlation analysis Education Elementary school students Female Grammar, Comparative and general Homophones Humans Hypotheses Language Language Tests Learning Linguistic research Literacy Literacy - psychology Longitudinal Studies Male Models, Theoretical Morphological processing Morphology Multivariate statistical analysis Orthography People and Places Phonetics Phonological awareness Preschool education Reading Schools Semantics Social Sciences Spelling Students Students - psychology Study and teaching Teacher education Vocabulary |
| title | The reciprocal relation between morphological awareness and spelling in Chinese: A longitudinal study of primary school students |
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