Differences in the relationships between executive functions, reading engagement, and reading comprehension between primary students from Grade 3 and Grade 5

Differences in the relationships between executive functions, reading engagement, and reading comprehension between primary students from Grade 3 and Grade 5

Learning and teaching Chinese as a first language: International perspectives

• Liao, Xian The Education University of Hong Kong
• Zhu, Xinhua The Hong Kong Polytechnic University
• Cai, Mingjia The Education University of Hong Kong

• Lam, Sin Manw Sophia The Education University of Hong Kong
• Lee, Chi Kin John The Education University of Hong Kong
• Si, Chung Mou The Education University of Hong Kong

Abingdon, Oxon

Routledge

2024

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GB English Language
    • GBD Teaching Methods of Reading Comprehension & Their Outcomes, Vocabulary Teaching

• Hong Kong

• 1997.7 onwards

• Primary Education

Improving primary students' reading comprehension is one of the most significant objectives shared by all language educators. Recent studies have highlighted the uniquely important role of executive function (EF) in underpinning reading comprehension, both directly and indirectly through other reading-related skills. Reading engagement, which may require active management from readers, has been widely acknowledged as a crucial contributor to reading comprehension. Therefore, it has been claimed that EF can facilitate reading engagement and, in turn, benefit reading comprehension. However, the relationships between EF, reading engagement, and reading comprehension have not been fully explored yet. In the present study, 225 primary Grades 3 and 5 students in Hong Kong were invited to complete a battery of tasks, including EF tasks, reading engagement questionnaire, and reading comprehension task. The findings suggested that EF exerted indirect effects on reading comprehension through reading engagement, beyond its direct effect. Furthermore, when comparing the hypothesized model between students from the two grades – the effect size of each path in Grade 5 was found to be higher than in Grade 3. Additionally, the indirect effect of EF on reading comprehension via reading engagement was only found to be significant in Grade 5. Theoretical implications were discussed based on the present findings – which also enlightened teaching reading in the context of Chinese. Copyright © 2024 selection and editorial matter, Sin Manw Sophia Lam, John Chi-Kin Lee and Chung Mou Si; individual chapters, the contributors.

• English

Book Chapters

• 9781032531267
• 9781032531311

• 10.4324/9781003410454-7

https://bibliography.lib.eduhk.hk/bibs/4c1ecdb1

2024-12-06