Morphological awareness longitudinally predicts counting ability in Chinese kindergarteners

Liu, Yingyi; Lin, Dan; Zhang, Xiao

doi:10.1016/j.lindif.2016.01.007

Cited by 13 publications

(10 citation statements)

References 69 publications

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“…Morphology and vocabulary both explained about 9-10% of the variance in counting when included as the only predictor in a model. Although the predictive power was lower than expected, the finding is in line with previous findings of vocabulary and morphology as an underlying cognitive factor in counting (Bloom & Wynn, 1997;LeFevre et al, 2010;Liu et al, 2016). Bloom and Wynn proposed that children's early knowledge of number word meaning comes through attention to both syntactic and semantic linguistic cues, such as the word order in a sentence, the closed-class morphemes they co-occur with, and the count-mass status of the nouns they modify.…”

Section: Discussionsupporting

confidence: 87%

“…It requires detecting the root of the word and its morphological endings (Lyytinen & Lyytinen, 2004). However, although morphology predicted later counting skill, the relation between morphology and counting in Finnish was much weaker than what had been recently found in Chinese (Liu et al, 2016). The differences in morphology because of the differences in languages might have influenced the findings.…”

Section: Discussionmentioning

confidence: 84%

“…The differences in morphology because of the differences in languages might have influenced the findings. Finnish is a highly inflectional language, and the morphology measure used in the present study tapped the inflections of nouns, verbs, and adjectives; however, compounding morphology is dominant in Chinese, and a study by Liu et al (2016) had a morphology test that assessed the ability to produce new compound words by combining acquired morphemes. It can be proposed that learning sequences of number words in both languages (Finnish and Chinese) relies more on compounding than inflecting words.…”

Section: Discussionmentioning

confidence: 99%

“…This is analogous to the case in sentence comprehension, where processing of morphology and syntax information in addition to lexical information is needed. In a recent study in Chinese kindergarteners, morphology was found to be related to counting, especially to counting forward (Liu et al, 2016). Children with better knowledge of compounding morphology in Chinese developed higher counting ability 1 year later.…”

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confidence: 94%

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Cognitive predictors of counting skills

2018

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Rote counting skills have found to be a strong predictor of later arithmetic and reading fluency. However, knowledge of the underlying cognitive factors influencing counting skill is very limited. Present study examined to what extent language skills (phonology, vocabulary, and morphology), nonverbal reasoning skills, and memory at the age of five could explain counting skill at the beginning of first grade. Gender, parents’ education level and child’s persistence were included as control variables. The question was examined in a longitudinal sample (N = 101) with a structural equation model. Results showed that language skills together with memory, nonverbal reasoning skills and parent’s education explained only 22% of the variance in counting at the beginning of the first grade. Vocabulary, morphology, and verbal short-term memory were found to be interchangeable predictors, each explaining approximately 7%–9%, of counting skill. These findings challenge the interpretation of counting as a strongly language-based number skill. However, additional analysis among children with dyslexia revealed that memory and language skills, together with a child’s persistence and gender, had a rather strong predictive value, explaining 34%–46% of counting skill. Together these results suggest that verbal short-term memory and language skills at the age of five have not the same predictive value on counting skill at the beginning of school among a population-based sample as found in subjects with language impairment or learning difficulties, and thus, other cognitive factors should be taken into account in further research related to typical development of counting skill.

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Section: Discussionsupporting

confidence: 87%

Section: Discussionmentioning

confidence: 84%

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 94%

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Cognitive predictors of counting skills

2018

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“…The structure of Chinese language, as compared with that of English, better supports the development of mathematical skills, because the 10‐base number system is transparent in Chinese and Chinese number words are brief and easy to pronounce (Siegler & Mu, ). Recently, Zhang and his colleagues carried out a series of studies to delineate the relations between metalinguistic skills and mathematics learning outcomes in young Chinese children (Liu, Lin, & Zhang, ; Zhang & Lin, , ). They found that earlier phonological awareness was predictive of later performance in counting (Liu, Lin, & Zhang, ) and written arithmetic (Zhang & Lin, , ); earlier morphological awareness predicted subsequent performance in counting (Liu, Lin, & Zhang, ) and arithmetic story problems (Zhang & Lin, ); orthographic awareness was associated with written arithmetic performance which involves written symbol decoding (Zhang & Lin, ).…”

Section: The Role Of Child‐level Characteristics In Young Chinese Chimentioning

confidence: 99%

Young Chinese Children's Academic Skill Development: Identifying Child-, Family-, and School-Level Factors

Zhang

Ren

et al. 2019

New Directions for Child and Adolescent Development

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This chapter addresses how child‐, family‐, and school‐level characteristics are associated with Chinese children's academic skill development during their preschool years. Academic skills are defined in terms of young children's emergent competencies in academic domains including literacy, mathematics, and science. First, we review the relations of young Chinese children's cognition (language, visuospatial, and executive functioning), behavior (social behavior and behavioral regulation), and affect (interest and attitude) to their performance in these academic domains. Second, we review the roles of familial variables, including family socioeconomic status and broad and specific aspects of parenting practices and parental involvement. Third, we review school‐ and classroom‐level factors, with a special emphasis on preschool and classroom quality that is particularly relevant to young Chinese children's academic skills. We discuss the educational implications of these study findings and identify methodological limitations that may threaten their internal and external validity. Our aim is to bring attention to the growing body of research on young Chinese children's academic skill development and to highlight several areas that need further research.

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Comprehension of quantifier sentences in poor readers with different levels of arithmetic proficiency

Dong

Chow

et al. 2022

Read Writ

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This study compared the sentence hyperbole comprehension performance of Chinese poor readers with various levels of arithmetic proficiency. A total of 168 Chinese poor readers in Grade 1 were recruited, and their nonverbal intelligence, verbal working memory, Chinese receptive vocabulary, Chinese grammatical knowledge, character reading and morphological awareness were controlled. The reaction times of these students in correctly answering literal and inferential questions was selected for further comparison. Results of a mixed-effect model analysis show that the participants with good and poor arithmetic proficiency levels demonstrated similar levels of literal information comprehension, regardless of the presentation form of the quantifier construction that was built by the quantifier location of the sentences, the number of numeric characters in a single quantifier and the hyperbole function applied in the sentence quantifier. Students with good arithmetic proficiency also demonstrated faster response in comprehending quantifier inferential information. Primary school students with good arithmetic proficiency outperformed those with poor proficiency in the inferential reading of verbal numeric information. In addition, differences in arithmetic proficiency did not significantly affect the students' word/character semantic representation cognition and shallow literal information processing. Overall, the results distinguish the interaction and independent numerical information processes at the literal and inferential levels of text quantifier comprehension for young primary school students with poor reading proficiency.

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Morphological awareness longitudinally predicts counting ability in Chinese kindergarteners

Cited by 13 publications

References 69 publications

Cognitive predictors of counting skills

Cognitive predictors of counting skills

Young Chinese Children's Academic Skill Development: Identifying Child-, Family-, and School-Level Factors

Comprehension of quantifier sentences in poor readers with different levels of arithmetic proficiency

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