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- Publisher Website: 10.1037/0022-0663.97.4.591
- Scopus: eid_2-s2.0-32944468449
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Article: Exploring two-wave reciprocal structural relations among orthographic knowledge, phonological sensitivity, and reading and spelling of English words by Chinese students
Title | Exploring two-wave reciprocal structural relations among orthographic knowledge, phonological sensitivity, and reading and spelling of English words by Chinese students |
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Authors | |
Keywords | Orthographic Knowledge Phonological Sensitivity Reading And Spelling English Words |
Issue Date | 2005 |
Publisher | American Psychological Association. The Journal's web site is located at http://www.apa.org/journals/edu.html |
Citation | Journal Of Educational Psychology, 2005, v. 97 n. 4, p. 591-600 How to Cite? |
Abstract | In a 2-wave study of a cohort of 108 Chinese students (10- to 11-year-olds) learning English as a second language, the authors examined the relative effects of three Time 1 latent constructs - orthographic knowledge, phonological sensitivity, and word identification (reading and spelling of regular and exception words) - on the respective Time 2 performance. The authors posited autoregressive effects, in which Time 1 constructs affected their matching Time 2 performance (e.g., Time 1 orthographic knowledge on Time 2 orthographic knowledge), as well as reciprocal cross-domain effects (e.g., orthographic knowledge on word identification and vice versa). The model converged to a proper solution with reasonably good fit. The results suggest (a) strong stability in the children's word identification and phonological sensitivity, (b) substantial effects of word identification on subsequent orthographic knowledge and phonological sensitivity, particularly the former; and (c) greater variations in individuals' growth of orthographic knowledge. Copyright 2005 by the American Psychological Association. |
Persistent Identifier | http://hdl.handle.net/10722/179516 |
ISSN | 2023 Impact Factor: 5.6 2023 SCImago Journal Rankings: 2.774 |
ISI Accession Number ID | |
References |
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Leong, CK | en_US |
dc.contributor.author | Hau, KT | en_US |
dc.contributor.author | Cheng, PW | en_US |
dc.contributor.author | Tan, LH | en_US |
dc.date.accessioned | 2012-12-19T09:58:09Z | - |
dc.date.available | 2012-12-19T09:58:09Z | - |
dc.date.issued | 2005 | en_US |
dc.identifier.citation | Journal Of Educational Psychology, 2005, v. 97 n. 4, p. 591-600 | en_US |
dc.identifier.issn | 0022-0663 | en_US |
dc.identifier.uri | http://hdl.handle.net/10722/179516 | - |
dc.description.abstract | In a 2-wave study of a cohort of 108 Chinese students (10- to 11-year-olds) learning English as a second language, the authors examined the relative effects of three Time 1 latent constructs - orthographic knowledge, phonological sensitivity, and word identification (reading and spelling of regular and exception words) - on the respective Time 2 performance. The authors posited autoregressive effects, in which Time 1 constructs affected their matching Time 2 performance (e.g., Time 1 orthographic knowledge on Time 2 orthographic knowledge), as well as reciprocal cross-domain effects (e.g., orthographic knowledge on word identification and vice versa). The model converged to a proper solution with reasonably good fit. The results suggest (a) strong stability in the children's word identification and phonological sensitivity, (b) substantial effects of word identification on subsequent orthographic knowledge and phonological sensitivity, particularly the former; and (c) greater variations in individuals' growth of orthographic knowledge. Copyright 2005 by the American Psychological Association. | en_US |
dc.language | eng | en_US |
dc.publisher | American Psychological Association. The Journal's web site is located at http://www.apa.org/journals/edu.html | en_US |
dc.relation.ispartof | Journal of Educational Psychology | en_US |
dc.subject | Orthographic Knowledge | en_US |
dc.subject | Phonological Sensitivity | en_US |
dc.subject | Reading And Spelling English Words | en_US |
dc.title | Exploring two-wave reciprocal structural relations among orthographic knowledge, phonological sensitivity, and reading and spelling of English words by Chinese students | en_US |
dc.type | Article | en_US |
dc.identifier.email | Tan, LH: tanlh@hku.hk | en_US |
dc.identifier.authority | Tan, LH=rp01202 | en_US |
dc.description.nature | link_to_subscribed_fulltext | en_US |
dc.identifier.doi | 10.1037/0022-0663.97.4.591 | en_US |
dc.identifier.scopus | eid_2-s2.0-32944468449 | en_US |
dc.relation.references | http://www.scopus.com/mlt/select.url?eid=2-s2.0-32944468449&selection=ref&src=s&origin=recordpage | en_US |
dc.identifier.volume | 97 | en_US |
dc.identifier.issue | 4 | en_US |
dc.identifier.spage | 591 | en_US |
dc.identifier.epage | 600 | en_US |
dc.identifier.isi | WOS:000234175300008 | - |
dc.publisher.place | United States | en_US |
dc.identifier.scopusauthorid | Leong, CK=7006735142 | en_US |
dc.identifier.scopusauthorid | Hau, KT=7006812724 | en_US |
dc.identifier.scopusauthorid | Cheng, PW=7401619120 | en_US |
dc.identifier.scopusauthorid | Tan, LH=7402233462 | en_US |
dc.identifier.issnl | 0022-0663 | - |