BEGIN:VCALENDAR VERSION:2.0 PRODID:-//events.la.psu.edu//EN CALSCALE:GREGORIAN BEGIN:VTIMEZONE TZID:America/New_York BEGIN:STANDARD DTSTART:20201101T020000 TZOFFSETFROM:-0400 TZOFFSETTO:-0500 RRULE:FREQ=YEARLY;BYMONTH=11;BYDAY=1SU END:STANDARD BEGIN:DAYLIGHT DTSTART:20200308T020000 TZOFFSETFROM:-0500 TZOFFSETTO:-0400 RRULE:FREQ=YEARLY;BYMONTH=3;BYDAY=2SU END:DAYLIGHT END:VTIMEZONE BEGIN:VEVENT UID:16972-dcab5860b8bfc8a3186edf1278b38806@events.la.psu.edu DTSTAMP:20260710T042555Z DTSTART;TZID=America/New_York:20220121T090000 DTEND;TZID=America/New_York:20220121T103000 SUMMARY:Yaqi Shen (Penn State) DESCRIPTION:\nConvergent evidence suggests that\, for bilingual learners \, well-developed morphological awareness in the first or second languag e may facilitate second language reading comprehension. However\, there may be important differences between types of morphological awareness wh ich could affect the degree to which second language reading comprehensi on is facilitated. In order to understand how different aspects of morph ological awareness in each language contribute to English reading compre hension and vocabulary knowledge\, Yaqi conducted two studies for her di ssertation. In study 1\, she developed a new Chinese derivational awaren ess measure\, piloted it\, and validated it by the Normal-Ogive Harmonic Analysis Robust Method. The findings of study 1 showed that the measure assesses a unidimensional construct. Results also suggested that Chines e middle schoolers were able to effectively manipulate and produce deriv ed forms. Ninth-graders performed slightly better on the test than seven th-graders\, indicating that Chinese middle schoolers’ derivational awar eness develops over time. In study 2\, she traced literacy skills of Chi nese adolescents who are learning English as a Foreign Language over the course of half a year and explored the possible relationship between mo rphological awareness in Chinese and English with English reading-relate d skills using hierarchical linear regression. The findings showed that compound awareness correlated across languages at both time points provi ding some tentative evidence of cross-linguistic transfer. In the hierar chical linear regression models predicting English vocabulary knowledge and models predicting English reading comprehension\, Chinese derivation al awareness did not explain unique variance. English derivational aware ness was a significant predictor of English reading comprehension\, and English compound awareness was a significant predictor of English vocabu lary knowledge. Intriguingly\, she noted that some participants’ respons es to the English derivational awareness items were inventive (e.g.\, “a dventureful”)\, suggesting that they may apply syntactic knowledge encod ed in the suffixes to aid the comprehension process. The study provides insight to inform instruction by identifying aspects of morphological aw areness in which language are most critical for English reading-related skills.\n\nFor more details: https://events.la.psu.edu/event/yaqi-shen-p enn-state/ X-ALT-DESC;FMTTYPE=text/html:

Convergent evidence suggests that, for bilingual learners, wel l-developed morphological awareness in the first or second language may facilitate second language reading comprehension. However, there may be important differences between types of morphological awareness which cou ld affect the degree to which second language reading comprehension is f acilitated. In order to understand how different aspects of morphologica l awareness in each language contribute to English reading comprehension and vocabulary knowledge, Yaqi conducted two studies for her dissertati on. In study 1, she developed a new Chinese derivational awareness measu re, piloted it, and validated it by the Normal-Ogive Harmonic Analysis R obust Method. The findings of study 1 showed that the measure assesses a unidimensional construct. Results also suggested that Chinese middle sc hoolers were able to effectively manipulate and produce derived forms. N inth-graders performed slightly better on the test than seventh-graders, indicating that Chinese middle schoolers’ derivational awareness develo ps over time. In study 2, she traced literacy skills of Chinese adolesce nts who are learning English as a Foreign Language over the course of ha lf a year and explored the possible relationship between morphological a wareness in Chinese and English with English reading-related skills usin g hierarchical linear regression. The findings showed that compound awar eness correlated across languages at both time points providing some ten tative evidence of cross-linguistic transfer. In the hierarchical linear regression models predicting English vocabulary knowledge and models pr edicting English reading comprehension, Chinese derivational awareness d id not explain unique variance. English derivational awareness was a sig nificant predictor of English reading comprehension, and English compoun d awareness was a significant predictor of English vocabulary knowledge. Intriguingly, she noted that some participants’ responses to the Englis h derivational awareness items were inventive (e.g., “adventureful”), su ggesting that they may apply syntactic knowledge encoded in the suffixes to aid the comprehension process. The study provides insight to inform instruction by identifying aspects of morphological awareness in which l anguage are most critical for English reading-related skills.

For more details: https://events.la.psu.edu/event/yaqi-shen-penn-state/

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