A Bibliometric Review Study on Morphological, Phonological, and Orthographic Awareness in Chinese Literacy Acquisition (2008 – 2023).
Saved in:
| Title: | A Bibliometric Review Study on Morphological, Phonological, and Orthographic Awareness in Chinese Literacy Acquisition (2008 – 2023). |
|---|---|
| Authors: | Lan, Xinya (AUTHOR), Yu, Zhonggen (AUTHOR) |
| Source: | Reading Psychology. May/Jun2026, Vol. 47 Issue 4, p586-623. 38p. |
| Subjects: | Phonological awareness, Morphology (Grammar), Linguistics, Language transfer (Language learning), Bibliometrics, Literacy education, Struggling readers, Orthography & spelling |
| Abstract: | Metalinguistic awareness is indispensable in literacy development, which has received enduring research interest for decades. The research investigates the function of metalinguistic awareness in Chinese literacy development from 2008 to 2023 via bibliometric analyses. Specially, the primary foci of this research are morphological, phonological, and orthographic awareness. VOSviewer and Citespace were utilized to explore annual publications, citations, authors, institutions, references, and prominent topics. CitNetExplorer was employed to analyze the direct and mediating roles of these constructs and their cross-language transfer among Chinese children. The findings indicate extensive research interest in this topic, with both domestic and international authors collaborating on the matter. Morphological, phonological, and orthographic awareness contribute directly to Chinese literacy development as well as account for reading difficulties among typical and non-typically Chinese children. They also mediate the effects of cognitive variables, familial factors, and different aspects of literacy. Moreover, the cross-language transfer of phonological and morphological awareness is significant in bilinguals of Chinese and English, while the transfer of orthographic awareness is insignificant and negative. The authors emphasize the need to define, categorize, and test these constructs among participants with diverse backgrounds in future studies. [ABSTRACT FROM AUTHOR] |
| Copyright of Reading Psychology is the property of Taylor & Francis Ltd 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 |
| FullText | Text: Availability: 0 |
|---|---|
| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 192503704 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: A Bibliometric Review Study on Morphological, Phonological, and Orthographic Awareness in Chinese Literacy Acquisition (2008 – 2023). – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Lan%2C+Xinya%22">Lan, Xinya</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Yu%2C+Zhonggen%22">Yu, Zhonggen</searchLink> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Reading+Psychology%22">Reading Psychology</searchLink>. May/Jun2026, Vol. 47 Issue 4, p586-623. 38p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Phonological+awareness%22">Phonological awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Morphology+%28Grammar%29%22">Morphology (Grammar)</searchLink><br /><searchLink fieldCode="DE" term="%22Linguistics%22">Linguistics</searchLink><br /><searchLink fieldCode="DE" term="%22Language+transfer+%28Language+learning%29%22">Language transfer (Language learning)</searchLink><br /><searchLink fieldCode="DE" term="%22Bibliometrics%22">Bibliometrics</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy+education%22">Literacy education</searchLink><br /><searchLink fieldCode="DE" term="%22Struggling+readers%22">Struggling readers</searchLink><br /><searchLink fieldCode="DE" term="%22Orthography+%26+spelling%22">Orthography & spelling</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Metalinguistic awareness is indispensable in literacy development, which has received enduring research interest for decades. The research investigates the function of metalinguistic awareness in Chinese literacy development from 2008 to 2023 via bibliometric analyses. Specially, the primary foci of this research are morphological, phonological, and orthographic awareness. VOSviewer and Citespace were utilized to explore annual publications, citations, authors, institutions, references, and prominent topics. CitNetExplorer was employed to analyze the direct and mediating roles of these constructs and their cross-language transfer among Chinese children. The findings indicate extensive research interest in this topic, with both domestic and international authors collaborating on the matter. Morphological, phonological, and orthographic awareness contribute directly to Chinese literacy development as well as account for reading difficulties among typical and non-typically Chinese children. They also mediate the effects of cognitive variables, familial factors, and different aspects of literacy. Moreover, the cross-language transfer of phonological and morphological awareness is significant in bilinguals of Chinese and English, while the transfer of orthographic awareness is insignificant and negative. The authors emphasize the need to define, categorize, and test these constructs among participants with diverse backgrounds in future studies. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Reading Psychology is the property of Taylor & Francis Ltd 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.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=192503704 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/02702711.2025.2566043 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 38 StartPage: 586 Subjects: – SubjectFull: Phonological awareness Type: general – SubjectFull: Morphology (Grammar) Type: general – SubjectFull: Linguistics Type: general – SubjectFull: Language transfer (Language learning) Type: general – SubjectFull: Bibliometrics Type: general – SubjectFull: Literacy education Type: general – SubjectFull: Struggling readers Type: general – SubjectFull: Orthography & spelling Type: general Titles: – TitleFull: A Bibliometric Review Study on Morphological, Phonological, and Orthographic Awareness in Chinese Literacy Acquisition (2008 – 2023). Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Lan, Xinya – PersonEntity: Name: NameFull: Yu, Zhonggen IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: May/Jun2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 02702711 Numbering: – Type: volume Value: 47 – Type: issue Value: 4 Titles: – TitleFull: Reading Psychology Type: main |
| ResultId | 1 |
