ArticleFrontiers in psychology2026
Morphological awareness shows a more robust unique association with reading comprehension than phonological awareness in Chinese children in Grades 3-5.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Reading comprehension in morphosyllabic Chinese draws on coordinated phonological, orthographic, morphological, and broader language knowledge, but the unique associations of morphological and phonological awareness remain uncertain once proximal reading and language skills are considered. This cross-sectional study examined 361 Mandarin-speaking children in Grades 3-5. Hierarchical regressions predicted sample-standardized reading-comprehension scores after adjustment for grade, sex, school, non-verbal reasoning, decoding, listening comprehension, vocabulary, character dictation, and syntactic awareness. Inference used HC3 robust standard errors, case-bootstrap confidence intervals based on 5,000 resamples, and sensitivity analyses. After all covariates were entered, morphological and phonological awareness jointly accounted for an additional 2.9% of variance, ΔF(2, 346) = 17.65,
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