Text comprehension in Chinese children: Relative contribution of verbal working memory, pseudoword reading, rapid automatized naming, and onset-rime phonological segmentation
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AbstractThe present study examined the. role of verbal working memory (memory span, tongue twister), 2-character Chinese pseudoword reading, rapid automatized naming (letters, numbers), and phonological segmentation (deletion of rimes and onsets) in inferential text comprehension in Chinese in 518 Chinese children in Hong Kong in Grades 3 to 5. it was hypothesized that verbal working memory, together with a small contribution from the other constructs, would explain individual variation in the children's text comprehension. Structural equation modeling and hierarchical multiple regression analyses generally upheld the hypotheses. Though Chinese pseudoword reading did not play an important mediating role in the effect of verbal working memory on text comprehension, verbal working memory bad strong effects on pseudoword reading and text comprehension. The findings on the Chinese language support current Western literature as well as display the differential role of the constructs in Chinese reading comprehension.
All Author(s) ListLeong CK, Tse SK, Loh KY, Hau KT
Journal nameJournal of Educational Psychology
Detailed description[ 2008 JCR SSCI Impact Factor : 2.903 ]
Year2008
Month2
Day1
Volume Number100
Issue Number1
PublisherAMER PSYCHOLOGICAL ASSOC
Pages135 - 149
ISSN0022-0663
eISSN1939-2176
LanguagesEnglish-United Kingdom
KeywordsChinese text comprehension; pseudoword reading; verbal working memory
Web of Science Subject CategoriesPsychology; Psychology, Educational; PSYCHOLOGY, EDUCATIONAL

Last updated on 2020-18-10 at 01:12