Previous studies uncover that vocabulary knowledge may be related to compound structure awareness (the awareness of relational structure embedded in compound words), and they both contribute to reading comprehension. Yet, limited studies have examined the dynamic relationship between vocabulary knowledge and compound structure awareness, or their…

Background: Visual-spatial attention is associated with reading development, but we do not know whether this is primarily driven by the deployment of goal-directed or stimulus-driven attention. Method: One hundred ninety-four Chinese-speaking first graders completed two visual search tasks, in which they searched for a target among a number of…

The Triangle Model of Reading proposes that phonology, orthography, and semantics are crucial to understand word reading and reading disability (RD). Morphology has been added as a binding agent to this model. However, it is unclear how these variables relate to word reading in children with attention deficit/hyperactivity disorder (ADHD) or…

In the present study, we explored the perceptual span of typically developing Chinese children in Grade 3 (G3) during their reading of age-appropriate sentences, utilizing the gaze contingent moving window paradigm. Overall, these Chinese children had a smaller perceptual span than adults, covering only one character leftward and two characters…

The present study aimed to examine the role of phonological--semantic flexibility (PSF) in learning to read Chinese. PSF refers to a specific flexibility applied to process the dual linguistic dimensions of words (i.e., sound and meaning). A correlational study (Study 1) was conducted to determine the unique contribution of PSF to three aspects of…

We examined the developmental relationship between cognitive-linguistic skills (nonverbal IQ, vocabulary, phonological awareness, rapid automatised naming [RAN]), home environment factors (direct teaching, shared book reading, access to literacy resources, parents' expectations, family's socioeconomic status [SES]), and pinyin letter knowledge in…

The goal of this study was to investigate the effect of Chinese-specific morphological awareness on vocabulary acquisition among young Chinese-speaking students. The participants were 288 Chinese-speaking second graders from three different cities in China. Multiple regression analysis and mediation analysis were used to uncover the mediated and…