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Richter, T., Isberner, M., Naumann, J., et al. (2013) Lexical Quality and Reading Comprehension in Primary School Children. Scientific Studies of Reading, 17, 415-434. https://doi.org/10.1093/deafed/ent024

has been cited by the following article:

• TITLE: Examining the Relative Contributions of Morphological Awareness to Chinese Reading Comprehension

  AUTHORS: Yitian Ye

  KEYWORDS: Morphological Awareness, Vocabulary Knowledge, Reading Comprehension

  JOURNAL NAME: Open Access Library Journal, Vol.10 No.4, April 23, 2023

  ABSTRACT: The relationships between two aspects of morphological awareness, vocabulary knowledge, and reading comprehension were examined among 63 Chinese fourth graders. Correlation analysis results showed that both morphological tasks including homophone awareness and homograph awareness were significantly correlated with vocabulary knowledge and Chinese reading comprehension. Multiple regression analysis results further revealed that homophone awareness, instead of homograph awareness, contributed unique variance to reading comprehension after general reasoning ability was controlled. These findings underscore the robust predictive power of morphological awareness in early reading acquisition among Chinese children.