Cognitive–linguistic skills explain Chinese reading comprehension within and beyond the simple view of reading in Hong Kong kindergarteners

Cognitive–linguistic skills explain Chinese reading comprehension within and beyond the simple view of reading in Hong Kong kindergarteners

• Pan, Dora Jue The Education University of Hong Kong
• Lin, Dan The Education University of Hong Kong

Language Learning, 2022

Wiley

2022

• G 課程與教學:個別教學範疇
  • GA 中文
    • GAD 閱讀理解之教學方法效果、字彙及詞彙教學

Reading Comprehension Kindergartener Linguistic Skills Chinese IQ Vocabulary Orthography Morphological Awareness

• Hong Kong

• 1997.7 onwards

• 學前教育

In this study, we investigated the direct and indirect associations of different cognitive–linguistic skills and Chinese reading comprehension in Hong Kong kindergarteners. We assessed 179 children's nonverbal IQ, cognitive–linguistic skills, word reading, listening comprehension, and reading comprehension. Results showed significant correlations between all variables and reading comprehension. Further path analysis results indicated that rapid automatized naming, orthographic knowledge, and morphological awareness contributed to reading comprehension via word reading. Nonverbal IQ and vocabulary knowledge were associated with reading comprehension through listening comprehension. Beyond that, nonverbal IQ and morphological awareness still contributed directly to reading comprehension. Overall, our findings elucidated the importance of nonverbal IQ and cognitive–linguistic skills within the framework of the simple view of reading in Chinese and highlighted the unique roles of nonverbal IQ and meaning-related skills in Chinese reading comprehension, which contributed to understanding the simple view of reading in Chinese. Copyright © 2022 Language Learning Research Club, University of Michigan.

• 英文

期刊論文

• 00238333

• 10.1111/lang.12515

https://bibliography.lib.eduhk.hk/tc/bibs/cd44c8c6

2023-01-05