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Article: Examining an extended simple view of reading in Chinese: The role of naming efficiency for reading comprehension

TitleExamining an extended simple view of reading in Chinese: The role of naming efficiency for reading comprehension
Authors
Issue Date2017
PublisherAcademic Press. The Journal's web site is located at http://www.elsevier.com/locate/cedpsych
Citation
Contemporary Educational Psychology, 2017, v. 51, p. 293-302 How to Cite?
AbstractThe simple view of reading (SVR) proposes that reading comprehension is the product of two constructs, namely decoding and linguistic comprehension. The present study examined the adequacy of an extended SVR in Chinese. Participants were 190 pairs of Chinese twin children of Grades 1–3 recruited in Hong Kong. The children were given Chinese measures of decoding (character reading, word reading, and 1-min word reading), linguistic comprehension (morphological awareness, vocabulary, morphosyntactic skills, and discourse skills), rapid naming (Chinese digits, English digits, and English letters), and passage reading comprehension (with multiple-choice and open-ended questions). Results of structural equation modeling showed that the direct paths from decoding and linguistic comprehension to reading comprehension were significant, but that from rapid naming was not. For the role of rapid naming in reading comprehension, the best fitting model showed that the contribution of rapid naming to reading comprehension was fully mediated by decoding. The model explained a total of 83% of the variance in reading comprehension. Therefore, the present findings support the SVR in a Chinese writing system; rapid naming may reflect some basic visual-verbal learning ability which is important for acquiring word recognition skills.
Persistent Identifierhttp://hdl.handle.net/10722/244724
ISSN
2017 Impact Factor: 3.356
2015 SCImago Journal Rankings: 1.426
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorHo, CSH-
dc.contributor.authorZheng, M-
dc.contributor.authorMcBride, C-
dc.contributor.authorHSU, SJ-
dc.contributor.authorWaye, MMY-
dc.contributor.authorKwok, CY-
dc.date.accessioned2017-09-18T01:57:52Z-
dc.date.available2017-09-18T01:57:52Z-
dc.date.issued2017-
dc.identifier.citationContemporary Educational Psychology, 2017, v. 51, p. 293-302-
dc.identifier.issn0361-476X-
dc.identifier.urihttp://hdl.handle.net/10722/244724-
dc.description.abstractThe simple view of reading (SVR) proposes that reading comprehension is the product of two constructs, namely decoding and linguistic comprehension. The present study examined the adequacy of an extended SVR in Chinese. Participants were 190 pairs of Chinese twin children of Grades 1–3 recruited in Hong Kong. The children were given Chinese measures of decoding (character reading, word reading, and 1-min word reading), linguistic comprehension (morphological awareness, vocabulary, morphosyntactic skills, and discourse skills), rapid naming (Chinese digits, English digits, and English letters), and passage reading comprehension (with multiple-choice and open-ended questions). Results of structural equation modeling showed that the direct paths from decoding and linguistic comprehension to reading comprehension were significant, but that from rapid naming was not. For the role of rapid naming in reading comprehension, the best fitting model showed that the contribution of rapid naming to reading comprehension was fully mediated by decoding. The model explained a total of 83% of the variance in reading comprehension. Therefore, the present findings support the SVR in a Chinese writing system; rapid naming may reflect some basic visual-verbal learning ability which is important for acquiring word recognition skills.-
dc.languageeng-
dc.publisherAcademic Press. The Journal's web site is located at http://www.elsevier.com/locate/cedpsych-
dc.relation.ispartofContemporary Educational Psychology-
dc.rightsPosting accepted manuscript (postprint): © <year>. This manuscript version is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/-
dc.titleExamining an extended simple view of reading in Chinese: The role of naming efficiency for reading comprehension-
dc.typeArticle-
dc.identifier.emailHo, CSH: shhoc@hkucc.hku.hk-
dc.identifier.emailZheng, M: zhengmo@hku.hk-
dc.identifier.authorityHo, CSH=rp00631-
dc.identifier.doi10.1016/j.cedpsych.2017.08.009-
dc.identifier.hkuros276268-
dc.identifier.volume51-
dc.identifier.spage293-
dc.identifier.epage302-
dc.identifier.isiWOS:000416882800023-
dc.publisher.placeUnited States-

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