The Role of Morphological Awareness in Listening Comprehension of Chinese Blind Children: The Mediation of Vocabulary Knowledge

Ruibo Xie,1,2 Yue Xia,1,2 Xinchun Wu,3 Ying Zhao,3 Hongjun Chen,3 Peng Sun,3 Jie Feng3 1Parents Education Research Institution, College of Teacher Education, Zhejiang Normal University, Jinhua, People’s Republic of China; 2Key Laboratory of Intelligent Education Technology and Application of Zhejjia...

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Autores principales:	Xie R, Xia Y, Wu X, Zhao Y, Chen H, Sun P, Feng J
Formato:	article
Lenguaje:	EN
Publicado:	Dove Medical Press 2021
Materias:	morphological awareness vocabulary knowledge listening comprehension blindness chinese Psychology BF1-990 Industrial psychology HF5548.7-5548.85
Acceso en línea:	https://doaj.org/article/5dd92ebb55f148e09fbbf0233a783156
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spelling	oai:doaj.org-article:5dd92ebb55f148e09fbbf0233a7831562021-11-04T19:00:26ZThe Role of Morphological Awareness in Listening Comprehension of Chinese Blind Children: The Mediation of Vocabulary Knowledge1179-1578https://doaj.org/article/5dd92ebb55f148e09fbbf0233a7831562021-11-01T00:00:00Zhttps://www.dovepress.com/the-role-of-morphological-awareness-in-listening-comprehension-of-chin-peer-reviewed-fulltext-article-PRBMhttps://doaj.org/toc/1179-1578Ruibo Xie,1,2 Yue Xia,1,2 Xinchun Wu,3 Ying Zhao,3 Hongjun Chen,3 Peng Sun,3 Jie Feng3 1Parents Education Research Institution, College of Teacher Education, Zhejiang Normal University, Jinhua, People’s Republic of China; 2Key Laboratory of Intelligent Education Technology and Application of Zhejjiang Province, College of Teacher Education, Zhejiang Normal University, Jinhua, People’s Republic of China; 3Research Center of Children’s Reading and Learning, Beijing Key Laboratory of Applied Experimental Psychology, Faculty of Psychology, Beijing Normal University, Beijing, People’s Republic of ChinaCorrespondence: Xinchun WuResearch Center of Children’s Reading and Learning, Beijing Key Laboratory of Applied Experimental Psychology, Faculty of Psychology, Beijing Normal University, Beijing, People’s Republic of ChinaEmail xcwu@bnu.edu.cnBackground: Listening comprehension is particularly important in children without sight. Little research has focused on listening comprehension. There are strong correlations among syllables, morphemes, and orthographic representations in Chinese. For this reason, vocabulary knowledge may have a mediating role in morphological awareness and listening comprehension in blind children during the elementary school.Methods: The study that included measures of children’s age, working memory, rapid automatized naming, phonological awareness, morphological awareness, vocabulary knowledge, and listening comprehension was administered to 142 Chinese‐speaking blind children during the early elementary level (Grades 1 to 3) and late (Grades 4 to 6). Through a mediation analysis following the bootstrapping procedures.Results: The study shows that (1) morphological awareness predicted listening comprehension in blind children directly; (2) after children’s age, working memory, rapid automatized naming, and phonological awareness controlled, vocabulary knowledge plays a mediating role in morphological awareness and listening comprehension.Conclusion: The findings of the present study indicate the important unique role of morphological awareness and the mediation of vocabulary knowledge in blind children’s listening comprehension during the elementary school years.Keywords: morphological awareness, vocabulary knowledge, listening comprehension, blindness, ChineseXie RXia YWu XZhao YChen HSun PFeng JDove Medical Pressarticlemorphological awarenessvocabulary knowledgelistening comprehensionblindnesschinesePsychologyBF1-990Industrial psychologyHF5548.7-5548.85ENPsychology Research and Behavior Management, Vol Volume 14, Pp 1823-1832 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	morphological awareness vocabulary knowledge listening comprehension blindness chinese Psychology BF1-990 Industrial psychology HF5548.7-5548.85
spellingShingle	morphological awareness vocabulary knowledge listening comprehension blindness chinese Psychology BF1-990 Industrial psychology HF5548.7-5548.85 Xie R Xia Y Wu X Zhao Y Chen H Sun P Feng J The Role of Morphological Awareness in Listening Comprehension of Chinese Blind Children: The Mediation of Vocabulary Knowledge
description	Ruibo Xie,1,2 Yue Xia,1,2 Xinchun Wu,3 Ying Zhao,3 Hongjun Chen,3 Peng Sun,3 Jie Feng3 1Parents Education Research Institution, College of Teacher Education, Zhejiang Normal University, Jinhua, People’s Republic of China; 2Key Laboratory of Intelligent Education Technology and Application of Zhejjiang Province, College of Teacher Education, Zhejiang Normal University, Jinhua, People’s Republic of China; 3Research Center of Children’s Reading and Learning, Beijing Key Laboratory of Applied Experimental Psychology, Faculty of Psychology, Beijing Normal University, Beijing, People’s Republic of ChinaCorrespondence: Xinchun WuResearch Center of Children’s Reading and Learning, Beijing Key Laboratory of Applied Experimental Psychology, Faculty of Psychology, Beijing Normal University, Beijing, People’s Republic of ChinaEmail xcwu@bnu.edu.cnBackground: Listening comprehension is particularly important in children without sight. Little research has focused on listening comprehension. There are strong correlations among syllables, morphemes, and orthographic representations in Chinese. For this reason, vocabulary knowledge may have a mediating role in morphological awareness and listening comprehension in blind children during the elementary school.Methods: The study that included measures of children’s age, working memory, rapid automatized naming, phonological awareness, morphological awareness, vocabulary knowledge, and listening comprehension was administered to 142 Chinese‐speaking blind children during the early elementary level (Grades 1 to 3) and late (Grades 4 to 6). Through a mediation analysis following the bootstrapping procedures.Results: The study shows that (1) morphological awareness predicted listening comprehension in blind children directly; (2) after children’s age, working memory, rapid automatized naming, and phonological awareness controlled, vocabulary knowledge plays a mediating role in morphological awareness and listening comprehension.Conclusion: The findings of the present study indicate the important unique role of morphological awareness and the mediation of vocabulary knowledge in blind children’s listening comprehension during the elementary school years.Keywords: morphological awareness, vocabulary knowledge, listening comprehension, blindness, Chinese
format	article
author	Xie R Xia Y Wu X Zhao Y Chen H Sun P Feng J
author_facet	Xie R Xia Y Wu X Zhao Y Chen H Sun P Feng J
author_sort	Xie R
title	The Role of Morphological Awareness in Listening Comprehension of Chinese Blind Children: The Mediation of Vocabulary Knowledge
title_short	The Role of Morphological Awareness in Listening Comprehension of Chinese Blind Children: The Mediation of Vocabulary Knowledge
title_full	The Role of Morphological Awareness in Listening Comprehension of Chinese Blind Children: The Mediation of Vocabulary Knowledge
title_fullStr	The Role of Morphological Awareness in Listening Comprehension of Chinese Blind Children: The Mediation of Vocabulary Knowledge
title_full_unstemmed	The Role of Morphological Awareness in Listening Comprehension of Chinese Blind Children: The Mediation of Vocabulary Knowledge
title_sort	role of morphological awareness in listening comprehension of chinese blind children: the mediation of vocabulary knowledge
publisher	Dove Medical Press
publishDate	2021
url	https://doaj.org/article/5dd92ebb55f148e09fbbf0233a783156
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The Role of Morphological Awareness in Listening Comprehension of Chinese Blind Children: The Mediation of Vocabulary Knowledge

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