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Text Comprehension Mediates Morphological Awareness, Syntactic Processing, and Working Memory in Predicting Chinese Written Composition Performance.

Title: Text Comprehension Mediates Morphological Awareness, Syntactic Processing, and Working Memory in Predicting Chinese Written Composition Performance.
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Name(s): Guan, Connie Qun, author
Ye, Feifei, author
Wagner, Richard K, author
Meng, Wanjin, author
Leong, Che Kan, author
Type of Resource: text
Genre: Text
Date Issued: 2014-08-01
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: The goal of the present study was to test opposing views about four issues concerning predictors of individual differences in Chinese written composition: (a) Whether morphological awareness, syntactic processing, and working memory represent distinct and measureable constructs in Chinese or are just manifestations of general language ability; (b) whether they are important predictors of Chinese written composition, and if so, the relative magnitudes and independence of their predictive relations; (c) whether observed predictive relations are mediated by text comprehension; and (d) whether these relations vary or are developmentally invariant across three years of writing development. Based on analyses of the performance of students in grades 4 (n = 246), 5 (n = 242) and 6 (n = 261), the results supported morphological awareness, syntactic processing, and working memory as distinct yet correlated abilities that made independent contributions to predicting Chinese written composition, with working memory as the strongest predictor. However, predictive relations were mediated by text comprehension. The final model accounted for approximately 75 percent of the variance in Chinese written composition. The results were largely developmentally invariant across the three grades from which participants were drawn.
Identifier: FSU_pmch_25530630 (IID), 10.1037/a0035984 (DOI), PMC4267114 (PMCID), 25530630 (RID), 25530630 (EID)
Keywords: Chinese children’s written composition, Mediation, Morphological and syntactic processing, Text comprehension, Working memory
Grant Number: P50 HD052120
Publication Note: This NIH-funded author manuscript originally appeared in PubMed Central at http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4267114.
Persistent Link to This Record: http://purl.flvc.org/fsu/fd/FSU_pmch_25530630
Owner Institution: FSU
Is Part Of: Journal of educational psychology.
0022-0663
Issue: iss. 3, vol. 106

Choose the citation style.
Guan, C. Q., Ye, F., Wagner, R. K., Meng, W., & Leong, C. K. (2014). Text Comprehension Mediates Morphological Awareness, Syntactic Processing, and Working Memory in Predicting Chinese Written Composition Performance. Journal Of Educational Psychology. Retrieved from http://purl.flvc.org/fsu/fd/FSU_pmch_25530630