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Lane, H.B., Pullen, P.C., Hudson, R.F. and Konold, T.R. (2009) Identifying Essential Instructional Components of Literacy Tutoring for Struggling Beginning Readers. Literacy Research and Instruction, 48, 277-297.
https://doi.org/10.1080/19388070902875173

has been cited by the following article:

• TITLE: Contributions of Morphological Awareness and Reading Fluency to Uyghur Children’s Reading Comprehension

  AUTHORS: Jiayi Gu

  KEYWORDS: Morphological Awareness, Reading Comprehension, Reading Fluency, Uyghur Children

  JOURNAL NAME: Open Access Library Journal, Vol.11 No.9, September 25, 2024

  ABSTRACT: This study investigates the influence of Chinese morphological awareness and reading fluency on reading comprehension, as well as the mediating role of reading fluency. The participants were 169 Uyghur children. Regression analysis was employed to examine the predictive effects of homophone morphological awareness and reading fluency on reading comprehension. The results revealed that both homophone morphological awareness and reading fluency had relatively stable predictive effects on reading comprehension. Additionally, homophone morphological awareness also had a certain predictive effect on reading fluency. It was found that morphological awareness can influence reading comprehension through reading fluency. These findings highlight the important role of Chinese morphological awareness in reading comprehension and its promotion through reading fluency. Therefore, schools and teachers in minority areas can enhance students’ reading comprehension abilities by strengthening their morphological awareness and reading fluency.