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<p>This study examined whether home language backgrounds moderated the association between derivational morphological awareness (MA) and reading comprehension in English for two bilingual groups in upper elementary schools. Participants were 171 bilingual students from Grades 4 and 5 (56 Spanish–English students; 115 Chinese–English students). Results indicated that the Chinese–English group substantially outperformed their Spanish–English counterparts on English derivational MA. Regression analyses indicated a statistically significant interaction between the home language backgrounds of bilingual students and English derivational MA in predicting their English reading comprehension. Our regression analysis revealed a significantly higher predictive power of derivational MA for text comprehension in Chinese–English bilingual students compared to their Spanish–English counterparts. These findings expand current reading theories by illuminating how home language backgrounds relate to bilingual children’s ability to decipher intricate English word structures when comprehending English written texts.</p>

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Contributions of derivational morphological awareness to reading comprehension in Spanish–English and Chinese–English bilingual children

  • 期刊论文

  • 发表日期：

    2026年3月28日

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  • Xiaoying Wu,
  • Michael J. Kieffer,
  • C. Patrick Proctor

摘要

This study examined whether home language backgrounds moderated the association between derivational morphological awareness (MA) and reading comprehension in English for two bilingual groups in upper elementary schools. Participants were 171 bilingual students from Grades 4 and 5 (56 Spanish–English students; 115 Chinese–English students). Results indicated that the Chinese–English group substantially outperformed their Spanish–English counterparts on English derivational MA. Regression analyses indicated a statistically significant interaction between the home language backgrounds of bilingual students and English derivational MA in predicting their English reading comprehension. Our regression analysis revealed a significantly higher predictive power of derivational MA for text comprehension in Chinese–English bilingual students compared to their Spanish–English counterparts. These findings expand current reading theories by illuminating how home language backgrounds relate to bilingual children’s ability to decipher intricate English word structures when comprehending English written texts.