Abstract
This study aims to advance our understanding of the role of word knowledge in second language (L2) reading comprehension by exploring whether morphological awareness and vocabulary assessed one year ago contribute to decoding and listening comprehension which in turn contribute to reading comprehension in Chinese children learning English as an L2. A total of 167 Grade 3 and 4 primary school students (Mage = 8.99 years) in Hong Kong were tested on English morphological awareness and vocabulary at Time 1, and they were also tested on English decoding, listening comprehension, and reading comprehension at Time 2, one year later. Our regression models showed that word knowledge tested at Time 1 was a significant predictor of decoding, listening comprehension, and reading comprehension at Time 2; and word knowledge explained more variance in decoding, listening comprehension, and reading comprehension in children who had higher levels of word knowledge. The results of structural equation modeling indicated that vocabulary contributed to reading comprehension fully through decoding and listening comprehension. Morphological awareness contributed to reading comprehension partially through vocabulary and decoding, and it also had a unique direct contribution to reading comprehension. The findings from this study suggested the importance of emphasizing word knowledge in develo** children’s reading comprehension in an L2 at an early stage of learning to read.
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Notes
Morphological awareness and listening comprehension were observed variables in this model. To check whether the predictive power of these observed variables was underestimated as opposed to latent variables (decoding and vocabulary), we conducted a fourth model. The structure of the fourth model was the same as this model, except that in the fourth model, there was no latent variable, and we used the average score of receptive and expressive vocabulary tasks to indicate the vocabulary score. In a similar vein, we used the average score of word reading accuracy and fluency to indicate the decoding score. We found that the predictive power of morphological awareness and listening comprehension in the two models was similar. In terms of this, we chose this second model, as it resulted in less measurement error for the latent vocabulary and decoding factors.
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**e, Q., Cai, Y. & Yeung, S.Ss. How does word knowledge facilitate reading comprehension in a second language? A longitudinal study in Chinese primary school children learning English. Read Writ 37, 921–941 (2024). https://doi.org/10.1007/s11145-022-10360-9
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DOI: https://doi.org/10.1007/s11145-022-10360-9