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Hierarchical Regression
n160

13

Morphological Awareness and Chinese Literacy

Learning Among Third Graders
Chen-Huei Liao, Ching-Fen Wu
Department of Special Education, National Taichung University of Education
Chung-Ming Elementary School, Taichung County

Abstract
The present study examined the contribution of morphological awareness to Chinese literacy
learning in poor readers (n=39) and their typically developing counterparts matched on age (CA
controls, n=39). A total of 160 third graders were assessed on character recognition, reading
comprehension, one-minute reading fluency, morphological awareness, and phonological awareness
tasks. The results of the study showed that:
1. Poor readers preformed significantly less well than CA controls in literacy measures and
morphological awareness tasks.
2. Morphological Awareness tasks predicted character recognition, reading comprehension and
reading fluency after age, IQ, phonological awareness were controlled.

Keywords: morphological awareness, reading, Chinese literacy

14

2009

Carnine, Silbert, & Kameenui, 1990

Lane, Pullen, Eisele, & Jordan, 2002

19962010Liao, 2006Ho & Bryant, 1997
1998

199619972009
McBride-Chang, Shu, Zhou, Wat, & Wager, 2003Shu, McBride-Chang, Wu & Liu, 2006Tong,
McBride-Chang, Shu, Wong, 2009McBride-Chang2005

word
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1995
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NRP, 2000LaBerge Samuels1974
automaticity theory

Applegate,
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22

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23

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Shu 2006
1999

19961997McBride-Chang et al., 2003Tong

et al., 2009

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1990199720092010
1996Ho & Bryant, 1997; Liao, 2006; Liao, 20081997

2010 Liao 2009

McBride-Chang 2005
24

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2002Tong et al., 2009

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20102010Liao, 2006
Liao et al., 2008

Wu 2008

1.

25

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3.

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19903268-73
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1992
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2009

2010

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