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<p>Morphological awareness has been identified as a key factor in Chinese children’s dictation development. However, the differential contributions of its subcomponents—homophone awareness, homograph awareness, and compounding awareness—remain underexplored. Additionally, although rapid automatized naming (RAN), orthographic awareness, and delayed copying are known to play important roles in literacy acquisition, findings regarding their predictive value for Chinese dictation are mixed. This study examined the roles of multiple cognitive-linguistic skills in dictation among 89 children with developmental dyslexia (mean age (months) = 112.39, SD = 11.31, forty-four girls) and 91 typically developing peers (mean age (months) = 113.39, SD = 11.61, forty-four girls). All participants completed tasks assessing morphological awareness (homophone, homograph, compounding), RAN, orthographic awareness, delayed copying, and dictation. Hierarchical regression analyses showed that, after controlling for age and nonverbal intelligence, homophone and homograph awareness significantly predicted dictation performance, whereas compounding awareness did not. RAN and delayed copying were also significant predictors of dictation, while orthographic awareness was not. These findings suggest that distinct facets of morphological awareness contribute differently to dictation in Chinese, and that transcription-related processes such as delayed copying may play a more prominent role than previously thought. Implications for theoretical models of Chinese dictation and intervention strategies for children with dyslexia are discussed.</p>

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Morphological awareness and dictation in Chinese children with and without dyslexia: the distinct roles of homophone, homograph, and compounding awareness

  • 期刊论文

  • 发表日期：

    2025年11月24日

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  • Liuxin Chen,
  • Ru Yao,
  • Yajing Zhang

摘要

Morphological awareness has been identified as a key factor in Chinese children’s dictation development. However, the differential contributions of its subcomponents—homophone awareness, homograph awareness, and compounding awareness—remain underexplored. Additionally, although rapid automatized naming (RAN), orthographic awareness, and delayed copying are known to play important roles in literacy acquisition, findings regarding their predictive value for Chinese dictation are mixed. This study examined the roles of multiple cognitive-linguistic skills in dictation among 89 children with developmental dyslexia (mean age (months) = 112.39, SD = 11.31, forty-four girls) and 91 typically developing peers (mean age (months) = 113.39, SD = 11.61, forty-four girls). All participants completed tasks assessing morphological awareness (homophone, homograph, compounding), RAN, orthographic awareness, delayed copying, and dictation. Hierarchical regression analyses showed that, after controlling for age and nonverbal intelligence, homophone and homograph awareness significantly predicted dictation performance, whereas compounding awareness did not. RAN and delayed copying were also significant predictors of dictation, while orthographic awareness was not. These findings suggest that distinct facets of morphological awareness contribute differently to dictation in Chinese, and that transcription-related processes such as delayed copying may play a more prominent role than previously thought. Implications for theoretical models of Chinese dictation and intervention strategies for children with dyslexia are discussed.