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Xie R, Xia Y, Wu X, Zhao Y, Chen H, Sun P, Feng J. Role of compounding awareness in vocabulary knowledge among Chinese children with blindness and sightedness. Res Dev Disabil 2023; 136:104469. [PMID: 36889170 DOI: 10.1016/j.ridd.2023.104469] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/05/2021] [Revised: 01/27/2023] [Accepted: 02/28/2023] [Indexed: 06/18/2023]
Abstract
This study aimed to examine the role of compounding awareness in vocabulary knowledge acquisition among Chinese children with blindness compared to sighted children during the early (grades 1-3) and late (grades 4-6) primary school years, through a sample of 142 children with blindness. Regression analysis was used to explore the distinctive role of compounding awareness in vocabulary knowledge among children with blindness. First, the children's age, working memory, and rapid automatized naming were entered. Phonological awareness was entered in the second step, and compounding awareness was entered in the third and final steps. The results of regression analysis indicated that compounding awareness was a unique predictor of vocabulary knowledge among both children with blindness and sightedness during the early and late primary education levels. Moreover, the results showed that compounding awareness predicted more variation at the early primary level, especially among children with blindness. In particular, the results of this study highlight the essential and unique role of compounding awareness in the acquisition of vocabulary at the primary level among both children with blindness and sightedness.
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Affiliation(s)
- Ruibo Xie
- School of Psychology, Intelligent Laboratory of Child and Adolescent Mental Health and Crisis Intervention of Zhejiang Province, Zhejiang Normal University, Jinhua, 321004, China
| | - Yue Xia
- School of Psychology, Intelligent Laboratory of Child and Adolescent Mental Health and Crisis Intervention of Zhejiang Province, Zhejiang Normal University, Jinhua, 321004, China
| | - Xinchun Wu
- Faculty of Psychology, Beijing Key Laboratory of Applied Experimental Psychology, Research Center of Children's Reading and Learning, Beijing Normal University, Beijing 100875, China; School of Applied Psychology, Beijing Normal University at Zhuhai, Zhuhai 519087, China.
| | - Ying Zhao
- School of Psychology, Nanjing Normal University, Nanjing, 210000, China
| | - Hongjun Chen
- Faculty of Psychology, Beijing Key Laboratory of Applied Experimental Psychology, Research Center of Children's Reading and Learning, Beijing Normal University, Beijing 100875, China
| | - Peng Sun
- Faculty of Psychology, Beijing Key Laboratory of Applied Experimental Psychology, Research Center of Children's Reading and Learning, Beijing Normal University, Beijing 100875, China
| | - Jie Feng
- Beijing Electronic Science and Technology Institute, Beijing, 100070, China
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