文献类型：期刊文献

英文题名：Unraveling the dynamic complexity of Chinese word reading and writing development: a one-year longitudinal study

作者：Lin, Jiexin[1,2];Lin, Xiaoyu[3];Zhang, Haomin Stanley[2,4];Wei, Xiaobao[1]

机构：[1]East China Univ Sci & Technol, Sch Foreign Languages, Meilong Rd 130, Shanghai 200237, Peoples R China;[2]East China Normal Univ, Sch Foreign Languages, Dept English, Shanghai, Peoples R China;[3]Zhejiang Gongshang Univ, Sch Business Adm, Hangzhou, Peoples R China;[4]City Univ Macau, Fac Humanities & Social Sci, Macau, Peoples R China

年份：2025

外文期刊名：READING AND WRITING

收录：;WOS:【SSCI(收录号:WOS:001638755600001)】；

基金：This work was supported by the National Social Science Fund of China under Grant No. 25CYY091.

语种：英文

外文关键词：Metalinguistic awareness; Word reading; Word writing; Chinese; Longitudinal

摘要：This study investigates the dynamic mechanisms underpinning word reading and writing development among Chinese mid-elementary school children. We followed 161 Chinese students from grade 3 to grade 4 (60% boys; Mage = 9.33-10.33 years) and assessed them on metalinguistic awareness, word reading, and writing (dictation). Findings revealed a bidirectional relation between word reading and writing during children's transition from grade 3 to halfway grade 4. However, this reciprocal relation vanished as children furthered till the end of grade 4. Moderated cross-lagged panel analyses indicated that phonological and morphological awareness significantly moderated the influence of word reading on subsequent writing, but not vice versa. Specifically, the impact of word reading on later writing was robust among children with low phonological and morphological awareness, but weak among those with high phonological and morphological awareness. Results illuminate the dynamic interplay between word reading and writing, which is proportional to levels of metalinguistic awareness, and underscore the importance of oral metalinguistic experiences (phonological and morphological awareness) towards a balanced development of word reading and writing.