{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/79594"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/79594","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Development of Morphological Awareness in Chinese and English","abstract":"Although Taiwanese students had a lower level of morphological understanding than American students at second grade, Taiwanese sixth graders were slightly but not significantly ahead of American sixth graders. The acquisition of Chinese derivational morphology seems to lag behind that of compounding rules, which might reflect the nature of Chinese word formation in that there are far fewer derivatives than compounds in Chinese. Because the correlation between morphological awareness and reading proficiency was higher among Taiwanese students than American students, morphological awareness appears to be more important for Chinese-speaking children's reading development than English-speaking children's reading development.","abstract_html":"Although Taiwanese students had a lower level of morphological understanding than American students at second grade, Taiwanese sixth graders were slightly but not significantly ahead of American sixth graders. The acquisition of Chinese derivational morphology seems to lag behind that of compounding rules, which might reflect the nature of Chinese word formation in that there are far fewer derivatives than compounds in Chinese. 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