Chinese morphological awareness assessment and its relation to reading acquisition: a cross-cultural meta-analysis
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| Publicat a: | Humanities & Social Sciences Communications vol. 12, no. 1 (Dec 2025), p. 235 |
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| Publicat: |
Springer Nature B.V.
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| Matèries: | |
| Accés en línia: | Citation/Abstract Full Text Full Text - PDF |
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MARC
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| 001 | 3169296982 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 2662-9992 | ||
| 022 | |a 2055-1045 | ||
| 024 | 7 | |a 10.1057/s41599-025-04531-6 |2 doi | |
| 035 | |a 3169296982 | ||
| 045 | 2 | |b d20251201 |b d20251231 | |
| 245 | 1 | |a Chinese morphological awareness assessment and its relation to reading acquisition: a cross-cultural meta-analysis | |
| 260 | |b Springer Nature B.V. |c Dec 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a Morphological awareness involves understanding of morphemes and intraword morphological structure. This meta-analysis adopted a cross-cultural perspective to examine the strengths of correlations between morphological awareness assessment and a range of reading outcomes (word decoding, vocabulary, and reading comprehension) in morphosyllabic Chinese, highlighting the nuanced role of morphological awareness in Chinese reading development for different learner populations. A total of 204 studies with 257 independent samples were included for a meta-analysis of coefficients and meta-regression. The samples involved 42,517 learners of Chinese as a first-language (L1) or a second-language (L2) from Chinese culture immersive contexts and non-immersive contexts. Results showed small to moderate correlations between morphological awareness and reading skills for L1 learners in immersive contexts, with culture having a stronger moderating effect than assessment. For L2 learners, moderate and significant correlations were found between morphological awareness and reading subskills, with both assessment and culture acting as independent and significant moderators. | |
| 651 | 4 | |a United States--US | |
| 651 | 4 | |a Canada | |
| 651 | 4 | |a China | |
| 651 | 4 | |a Hong Kong China | |
| 653 | |a Meta-analysis | ||
| 653 | |a Reading comprehension | ||
| 653 | |a Second language learning | ||
| 653 | |a English language | ||
| 653 | |a Second language reading | ||
| 653 | |a Language culture relationship | ||
| 653 | |a Reading acquisition | ||
| 653 | |a English as a second language | ||
| 653 | |a Morphological processing | ||
| 653 | |a Reading ability | ||
| 653 | |a Morphemes | ||
| 653 | |a Phonology | ||
| 653 | |a Bilingualism | ||
| 653 | |a Morphological analysis | ||
| 653 | |a Chinese languages | ||
| 653 | |a Morphology | ||
| 653 | |a Cultural heritage | ||
| 653 | |a Decoding | ||
| 653 | |a Culture | ||
| 653 | |a Consciousness | ||
| 653 | |a Evaluation | ||
| 653 | |a Comprehension | ||
| 653 | |a Vocabulary | ||
| 653 | |a Moderators | ||
| 773 | 0 | |t Humanities & Social Sciences Communications |g vol. 12, no. 1 (Dec 2025), p. 235 | |
| 786 | 0 | |d ProQuest |t Social Science Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3169296982/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3169296982/fulltext/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3169296982/fulltextPDF/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |