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Lexical Orthographic Knowledge Mediates the Relationship Between Character Reading and Reading Comprehension Among Learners With Chinese as a Second Language

Reading in Chinese is complex because readers should not only recognize characters by basic units (i.e., characters) but also integrate characters into words when reading text. While many efforts have been devoted to investigating the effect of sub-lexical orthographic knowledge in Chinese character...

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Autores principales: Liao, Xian, Loh, Elizabeth Ka Yee, Cai, Mingjia
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9009092/
https://www.ncbi.nlm.nih.gov/pubmed/35432117
http://dx.doi.org/10.3389/fpsyg.2022.779905
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author Liao, Xian
Loh, Elizabeth Ka Yee
Cai, Mingjia
author_facet Liao, Xian
Loh, Elizabeth Ka Yee
Cai, Mingjia
author_sort Liao, Xian
collection PubMed
description Reading in Chinese is complex because readers should not only recognize characters by basic units (i.e., characters) but also integrate characters into words when reading text. While many efforts have been devoted to investigating the effect of sub-lexical orthographic knowledge in Chinese character reading, less is known about the role played by lexical orthographic knowledge at word level. A total of 424 secondary learners with Chinese as a second language (CSL) in Hong Kong were assessed with character reading, reading comprehension, and two lexical orthographic knowledge tasks: lexical orthographic choice (OKC) and lexical orthographic choice in context (OKCC). Path analysis results demonstrated that these lexical orthographic skills significantly mediated the effect of character reading on comprehension, in which OKCC was a more critical mediator as its mediating effect was bigger than that of OKC. Further analyses showed that these mediating effects were significant only among students with richer learning experience (i.e., learning Chinese for 4 years or above). Our results illustrate the possible trajectory of CSL learners’ literacy development from character reading to reading comprehension and provide pedagogical implications for teaching and learning.
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spelling pubmed-90090922022-04-15 Lexical Orthographic Knowledge Mediates the Relationship Between Character Reading and Reading Comprehension Among Learners With Chinese as a Second Language Liao, Xian Loh, Elizabeth Ka Yee Cai, Mingjia Front Psychol Psychology Reading in Chinese is complex because readers should not only recognize characters by basic units (i.e., characters) but also integrate characters into words when reading text. While many efforts have been devoted to investigating the effect of sub-lexical orthographic knowledge in Chinese character reading, less is known about the role played by lexical orthographic knowledge at word level. A total of 424 secondary learners with Chinese as a second language (CSL) in Hong Kong were assessed with character reading, reading comprehension, and two lexical orthographic knowledge tasks: lexical orthographic choice (OKC) and lexical orthographic choice in context (OKCC). Path analysis results demonstrated that these lexical orthographic skills significantly mediated the effect of character reading on comprehension, in which OKCC was a more critical mediator as its mediating effect was bigger than that of OKC. Further analyses showed that these mediating effects were significant only among students with richer learning experience (i.e., learning Chinese for 4 years or above). Our results illustrate the possible trajectory of CSL learners’ literacy development from character reading to reading comprehension and provide pedagogical implications for teaching and learning. Frontiers Media S.A. 2022-03-31 /pmc/articles/PMC9009092/ /pubmed/35432117 http://dx.doi.org/10.3389/fpsyg.2022.779905 Text en Copyright © 2022 Liao, Loh and Cai. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Liao, Xian
Loh, Elizabeth Ka Yee
Cai, Mingjia
Lexical Orthographic Knowledge Mediates the Relationship Between Character Reading and Reading Comprehension Among Learners With Chinese as a Second Language
title Lexical Orthographic Knowledge Mediates the Relationship Between Character Reading and Reading Comprehension Among Learners With Chinese as a Second Language
title_full Lexical Orthographic Knowledge Mediates the Relationship Between Character Reading and Reading Comprehension Among Learners With Chinese as a Second Language
title_fullStr Lexical Orthographic Knowledge Mediates the Relationship Between Character Reading and Reading Comprehension Among Learners With Chinese as a Second Language
title_full_unstemmed Lexical Orthographic Knowledge Mediates the Relationship Between Character Reading and Reading Comprehension Among Learners With Chinese as a Second Language
title_short Lexical Orthographic Knowledge Mediates the Relationship Between Character Reading and Reading Comprehension Among Learners With Chinese as a Second Language
title_sort lexical orthographic knowledge mediates the relationship between character reading and reading comprehension among learners with chinese as a second language
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9009092/
https://www.ncbi.nlm.nih.gov/pubmed/35432117
http://dx.doi.org/10.3389/fpsyg.2022.779905
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