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Morphological Awareness and Learning to Read Chinese and English

  • Jie Zhang
  • Tzu-Jung Lin
  • Junli Wei
  • Richard C. AndersonEmail author
Chapter
Part of the Literacy Studies book series (LITS, volume 8)

Abstract

This paper presents a model of the process by which morphological awareness facilitates reading development, and evaluates the role of morphological awareness in learning to read Chinese and English. The central idea is that morphological awareness enhances reading development by increasing the efficiency of the working memory, which in turn facilitates vocabulary learning and reading comprehension. Theoretical and empirical supports for the relationships between morphological awareness, working memory, vocabulary and reading growth are reviewed. Whether morphological awareness is more important for learning to read Chinese than learning to read English and to what extent morphological information may be more important for Chinese children’s working memory capacity are discussed. The paper is the first to link morphological awareness to verbal working memory, which opens new areas for future research endeavors that have the potential of enriching understanding of morphological awareness in learning to read.

Keywords

Morphological awareness Working memory Vocabulary Reading development 

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© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  • Jie Zhang
    • 1
  • Tzu-Jung Lin
    • 2
  • Junli Wei
    • 3
  • Richard C. Anderson
    • 4
    Email author
  1. 1.Department of Educational Administration, Leadership, and Research, College of Education and Behavioral SciencesWestern Kentucky UniversityBowling GreenUSA
  2. 2.Department of Educational StudiesOhio State UniversityColumbusUSA
  3. 3.Department of Educational PsychologyUniversity of Illinois at Urbana-ChampaignChampaignUSA
  4. 4.Center for the Study of ReadingUniversity of IllinoisChampaignUSA

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