Bilingual readers showed a smaller indirect effect of MA on reading comprehension via word reading than monolinguals¶

Claim · All claims
Evidence · 1 study · quant-synthesis r? · q4 · i1 small
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q4 i1 The indirect effect via word reading was significantly stronger in monolinguals (β = .175) than in bilinguals (β = .077). → Zhang 2023

Evidence¶

Zhang 2023¶

Zhang, D., Ke, S. (E.), & Mo, Y. (2023). Morphology in Reading Comprehension Among School-Aged Readers of English: A Synthesis and Meta-Analytic Structural Equation Modeling Study. Journal of Educational Psychology, 115(5), 683–699. https://doi.org/10.1037/edu0000797

q4 · i1 · quant-synthesis · r?

Multi-group path analysis compared bilingual (k = 46, N = 5,423) and monolingual (k = 60, N = 16,084) subgroups. The difference was significant (Δχ2(1) = 8.370, p = .015), consistent with bilinguals' constrained English exposure leading to shallower morphological representations.

"The indirect effect of MA on reading comprehension via word reading was also stronger in monolinguals (β = .175) than in bilinguals (β = .077), Δχ2(1) = 8.370, p = .015."

Discussion¶

Learner Variables¶

• Decoding — predictor: learners who differ on it differ in outcomes
• Morphological Awareness — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Older readers showed a stronger indirect effect of MA on reading comprehension via vocabulary knowledge, with a converse pattern via word reading — related
• The correlation between morphological awareness and reading comprehension is r = .536 in school-aged readers of English — related
• No significant subgroup difference was found in the magnitude of the direct effect of MA on reading comprehension for any moderator (except lower elementary non-significance) — related