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Changing Models across Cultures: Associations of Phonological Awareness and Morphological Structure Awareness with Vocabulary and Word Recognition in Second Graders from Beijing, Hong Kong, Korea, and the United States

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Title: Changing Models across Cultures: Associations of Phonological Awareness and Morphological Structure Awareness with Vocabulary and Word Recognition in Second Graders from Beijing, Hong Kong, Korea, and the United States
Language: English
Authors: McBride-Chang, Catherine, Cho, Jeung-Ryeul, Liu, Hongyun, Wagner, Richard K., Shu, Hua, Zhou, Aibao, Cheuk, Cecilia S-M, Muse, Andrea
Source: Journal of Experimental Child Psychology. Oct 2005 92(2):140-160.
Availability: Elsevier Customer Service Department, 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126 (Toll Free); Fax: 407-363-1354; e-mail: usjcs@elsevier.com.
Peer Reviewed: Y
Page Count: 21
Publication Date: 2005
Contract Number: R305G030104
Document Type: Journal Articles
Reports - Research
Education Level: Grade 2
Descriptors: Foreign Countries, Grade 2, Word Recognition, Vocabulary Development, Reading Skills, English, Morphology (Languages), Korean, Reading, Chinese, Phonology, Cultural Differences
Geographic Terms: China (Beijing), Hong Kong, South Korea, United States
DOI: 10.1016/j.jecp.2005.03.009
ISSN: 0022-0965
Abstract: Using data provided by approximately 100 second graders each from Beijing, Hong Kong, Korea, and the United States, we investigated relations among phonological awareness, morphological structure awareness, vocabulary, and word recognition. Our results indicate that across languages, phonological awareness and morphological structure awareness are similarly associated with one another and with vocabulary knowledge; however, phonological awareness and morphological structure awareness have different associations with word recognition in different scripts among second graders. Specifically, phonological awareness may be more important for reading in English and Korean than for reading in Chinese. In contrast, morphological structure awareness may be more important for reading in Chinese and Korean than for reading in English at this grade level.
Abstractor: Author
IES Funded: Yes
Entry Date: 2006
Accession Number: EJ724160
Database: ERIC
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  Data: Elsevier Customer Service Department, 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126 (Toll Free); Fax: 407-363-1354; e-mail: usjcs@elsevier.com.
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  Data: Using data provided by approximately 100 second graders each from Beijing, Hong Kong, Korea, and the United States, we investigated relations among phonological awareness, morphological structure awareness, vocabulary, and word recognition. Our results indicate that across languages, phonological awareness and morphological structure awareness are similarly associated with one another and with vocabulary knowledge; however, phonological awareness and morphological structure awareness have different associations with word recognition in different scripts among second graders. Specifically, phonological awareness may be more important for reading in English and Korean than for reading in Chinese. In contrast, morphological structure awareness may be more important for reading in Chinese and Korean than for reading in English at this grade level.
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        StartPage: 140
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Grade 2
        Type: general
      – SubjectFull: Word Recognition
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      – SubjectFull: Vocabulary Development
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      – SubjectFull: China (Beijing)
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      – TitleFull: Changing Models across Cultures: Associations of Phonological Awareness and Morphological Structure Awareness with Vocabulary and Word Recognition in Second Graders from Beijing, Hong Kong, Korea, and the United States
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