Effects of phonological awareness and morphological awareness on blind students' reading comprehension.
compounding awareness
homograph awareness
phonological awareness
reading comprehension
writing system
Journal
British journal of psychology (London, England : 1953)
ISSN: 2044-8295
Titre abrégé: Br J Psychol
Pays: England
ID NLM: 0373124
Informations de publication
Date de publication:
May 2023
May 2023
Historique:
revised:
23
12
2022
received:
20
09
2022
accepted:
04
01
2023
medline:
11
4
2023
pubmed:
19
1
2023
entrez:
18
1
2023
Statut:
ppublish
Résumé
The exploration of blind students' reading skills is needed not only for further understanding their reading development but also for providing targeted suggestions for practical education. This study aims to examine the relations among phonological awareness (PA), homograph awareness (HA), compounding awareness (CA) and reading comprehension (RC), and explore the mediating effect of listening comprehension (LC) in Chinese blind students from elementary school. A total of 148 blind and 302 sighted elementary school students completed assessments of PA, HA, CA, LC and RC. The results found that PA, HA and CA were important variables that predicted Chinese blind and sighted students' RC not only directly but also indirectly through LC, which varied across different grades. The findings suggest that there were many similarities that exist in the influencing mechanism of RC between Chinese blind and sighted students.
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
415-429Subventions
Organisme : The Major Project of the National Social Science Fund of China
ID : 13&ZD188
Informations de copyright
© 2023 The British Psychological Society.
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