Testing reciprocity between lexical knowledge and reading comprehension among Chinese children: A cross-lagged panel analysis

• Haomin (Stanley) Zhang ^[1]
  1. [1] East China Normal University

     East China Normal University

     China

     
• Localización: European Journal of Psychology of Education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 35, Nº 4, 2020, págs. 911-930
• Idioma: inglés
• DOI: 10.1007/s10212-020-00462-9
• Texto completo no disponible (Saber más ...)
• Resumen

  • The present study aims to explore the reciprocal relationship between multidimensional lexical knowledge (reading vocabulary and morphological awareness) and reading comprehension among early elementary-age Chinese students. Using data from second-grade students (N = 288, Mage=7.8), the study drew upon a cross-lagged panel design to test the bidirectionality of the two constructs. Results showed lexical knowledge, indicated by reading vocabulary and morphological awareness, had a significant effect on the development of reading comprehension skill among young Chinese readers. However, the relationship was unidirectional in nature based on the cross-lagged paths. Implications of this study centered on the conceptualization and operationalization of lexical knowledge, the uniqueness of morphological awareness as a component of lexical knowledge, and variations in instructional practices.

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