文章基本信息

标题：The Contributions of Language Skills and Comprehension Monitoring to Chinese Reading Comprehension: A Longitudinal Investigation
本地全文：下载
作者：Zhao, Aiping ; Guo, Ying ; Sun, Shuyan 等
期刊名称：Frontiers in Psychology
电子版ISSN：1664-1078
出版年度：2021
卷号：12
页码：808
DOI：10.3389/fpsyg.2021.625555
出版社：Frontiers Media
摘要：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.
关键词：Comprehension monitoring; language skills; reading; Chinese; Longitudinal