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Exploring the Dynamic Interplays of Morphological Awareness and Reading Skills in Chinese Children.

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Title: Exploring the Dynamic Interplays of Morphological Awareness and Reading Skills in Chinese Children.
Authors: Wang, Zhenliang (AUTHOR), Ding, Wan (AUTHOR), Xie, Ruibo (AUTHOR), Wu, Xinchun (AUTHOR), Wenren, Shiqing (AUTHOR), Xia, Yue (AUTHOR)
Source: Child Development. May/Jun2025, Vol. 96 Issue 3, p1017-1033. 17p.
Subjects: Reading, Children, Chinese people, Morphemics, Awareness
Abstract: Theoretical work has suggested close associations between morphological awareness (MA) and reading skills in Chinese; however, the nature and direction of these time‐ordered links are little known. This study examined the interplays of MA and reading skills using a continuous‐time modeling approach to three waves of two‐year longitudinal data from first‐ (N = 149; 69 girls) and third‐grade (N = 142; 74 girls) Chinese children. Results showed that (a) increases in MA predicted subsequent increases in reading skills (i.e., word‐reading accuracy, word‐reading fluency, and sentence‐reading comprehension) and vice versa, (b) age only moderated the predictive effect of MA on sentence‐reading comprehension, and (c) the magnitude of these effects was time‐sensitive. The theoretical and educational implications of these findings are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Child Development is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Exploring the Dynamic Interplays of Morphological Awareness and Reading Skills in Chinese Children.
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  Data: <searchLink fieldCode="AR" term="%22Wang%2C+Zhenliang%22">Wang, Zhenliang</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Ding%2C+Wan%22">Ding, Wan</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Xie%2C+Ruibo%22">Xie, Ruibo</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Wu%2C+Xinchun%22">Wu, Xinchun</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Wenren%2C+Shiqing%22">Wenren, Shiqing</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Xia%2C+Yue%22">Xia, Yue</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Child+Development%22">Child Development</searchLink>. May/Jun2025, Vol. 96 Issue 3, p1017-1033. 17p.
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  Data: <searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Chinese+people%22">Chinese people</searchLink><br /><searchLink fieldCode="DE" term="%22Morphemics%22">Morphemics</searchLink><br /><searchLink fieldCode="DE" term="%22Awareness%22">Awareness</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Theoretical work has suggested close associations between morphological awareness (MA) and reading skills in Chinese; however, the nature and direction of these time‐ordered links are little known. This study examined the interplays of MA and reading skills using a continuous‐time modeling approach to three waves of two‐year longitudinal data from first‐ (N = 149; 69 girls) and third‐grade (N = 142; 74 girls) Chinese children. Results showed that (a) increases in MA predicted subsequent increases in reading skills (i.e., word‐reading accuracy, word‐reading fluency, and sentence‐reading comprehension) and vice versa, (b) age only moderated the predictive effect of MA on sentence‐reading comprehension, and (c) the magnitude of these effects was time‐sensitive. The theoretical and educational implications of these findings are discussed. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Child Development is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1111/cdev.14214
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        Text: English
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        PageCount: 17
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              Text: May/Jun2025
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