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Article: Contributions of vocabulary and discourse-level skills to reading comprehension among Chinese elementary school children

TitleContributions of vocabulary and discourse-level skills to reading comprehension among Chinese elementary school children
Authors
KeywordsChinese
decoding
discourse-level skills
reading comprehension
vocabulary
Issue Date2019
PublisherCambridge University Press. The Journal's web site is located at http://journals.cambridge.org/action/displayJournal?jid=APS
Citation
Applied Psycholinguistics, 2019, v. 40 n. 2, p. 323-349 How to Cite?
AbstractDecoding and language comprehension skills have been found to be the core components of reading comprehension across many writing systems. The present study examined the contributions of vocabulary and some discourse-level skills to reading comprehension in Chinese in addition to that of decoding. One hundred and seventeen Chinese second and third graders in Hong Kong were tested on decoding, vocabulary, discourse-level skills, and verbal working memory. Results of multiple regression analyses showed that the discourse-level skills contributed an additional 5% of variance to reading comprehension over decoding, vocabulary, and other control variables, and all factors accounted for a total of 70% variance in reading comprehension. Further path analysis showed that all the direct paths of word reading, vocabulary, text-structure knowledge, and topic knowledge to reading comprehension were significant. Vocabulary also contributed to reading comprehension through indirect paths to discourse-level knowledge. The present findings support the simple view of reading with elaborations on the language comprehension component, namely, (a) vocabulary is a foundational language skill for text comprehension through its role on discourse-level knowledge, and (b) some discourse-level knowledge also plays an important role in passage comprehension.
Persistent Identifierhttp://hdl.handle.net/10722/273808
ISSN
2017 Impact Factor: 1.836
2015 SCImago Journal Rankings: 1.005

 

DC FieldValueLanguage
dc.contributor.authorHo, CSH-
dc.contributor.authorFong, CYC-
dc.contributor.authorZheng, M-
dc.date.accessioned2019-08-18T14:48:59Z-
dc.date.available2019-08-18T14:48:59Z-
dc.date.issued2019-
dc.identifier.citationApplied Psycholinguistics, 2019, v. 40 n. 2, p. 323-349-
dc.identifier.issn0142-7164-
dc.identifier.urihttp://hdl.handle.net/10722/273808-
dc.description.abstractDecoding and language comprehension skills have been found to be the core components of reading comprehension across many writing systems. The present study examined the contributions of vocabulary and some discourse-level skills to reading comprehension in Chinese in addition to that of decoding. One hundred and seventeen Chinese second and third graders in Hong Kong were tested on decoding, vocabulary, discourse-level skills, and verbal working memory. Results of multiple regression analyses showed that the discourse-level skills contributed an additional 5% of variance to reading comprehension over decoding, vocabulary, and other control variables, and all factors accounted for a total of 70% variance in reading comprehension. Further path analysis showed that all the direct paths of word reading, vocabulary, text-structure knowledge, and topic knowledge to reading comprehension were significant. Vocabulary also contributed to reading comprehension through indirect paths to discourse-level knowledge. The present findings support the simple view of reading with elaborations on the language comprehension component, namely, (a) vocabulary is a foundational language skill for text comprehension through its role on discourse-level knowledge, and (b) some discourse-level knowledge also plays an important role in passage comprehension.-
dc.languageeng-
dc.publisherCambridge University Press. The Journal's web site is located at http://journals.cambridge.org/action/displayJournal?jid=APS-
dc.relation.ispartofApplied Psycholinguistics-
dc.rightsApplied Psycholinguistics. Copyright © Cambridge University Press.-
dc.rightsThis article has been published in a revised form in [Journal] [http://doi.org/XXX]. This version is free to view and download for private research and study only. Not for re-distribution, re-sale or use in derivative works. © copyright holder.-
dc.subjectChinese-
dc.subjectdecoding-
dc.subjectdiscourse-level skills-
dc.subjectreading comprehension-
dc.subjectvocabulary-
dc.titleContributions of vocabulary and discourse-level skills to reading comprehension among Chinese elementary school children-
dc.typeArticle-
dc.identifier.emailHo, CSH: shhoc@hkucc.hku.hk-
dc.identifier.emailZheng, M: zhengmo@hku.hk-
dc.identifier.authorityHo, CSH=rp00631-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1017/S0142716418000590-
dc.identifier.scopuseid_2-s2.0-85056839322-
dc.identifier.hkuros301932-
dc.identifier.volume40-
dc.identifier.issue2-
dc.identifier.spage323-
dc.identifier.epage349-
dc.publisher.placeUnited Kingdom-

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