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RESEARCH PRODUCT
The Contributions of Language Skills and Comprehension Monitoring to Chinese Reading Comprehension: A Longitudinal Investigation
Aiping ZhaoMark H. C. LaiShuyan SunAllison BreitMiao LiYing Guosubject
Vocabularylanguage skillsChineselongitudinalmedia_common.quotation_subject05 social scienceslcsh:BF1-990050301 education050105 experimental psychologycomprehension monitoringComprehensionlcsh:PsychologyReading comprehensionreadingReading (process)Multiple languagePsychology0501 psychology and cognitive sciencesPsychology0503 educationReading skillsGeneral Psychologymedia_commonCognitive psychologyOriginal Researchdescription
This study examined how vocabulary, syntactic knowledge, and orthographic knowledge are related to comprehension monitoring and whether comprehension monitoring mediates the relations between these language skills and reading comprehension. Eighty-nine Chinese children were assessed on their vocabulary, syntactic knowledge, orthographic knowledge, and comprehension monitoring in Grade 1. Their reading comprehension skills were assessed in Grade 1 and Grade 3. Results showed that in Grade 1, comprehension monitoring mediated the relations between vocabulary and syntactic knowledge and reading comprehension. For Grade 3 reading comprehension, syntactic knowledge in Grade 1 was the only significant predictor. These findings indicate that multiple language skills make direct and indirect contributions via comprehension monitoring to Chinese reading comprehension, and the relations would change as children’s reading skills develop.
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2021-03-19 | Frontiers in Psychology |