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postgraduate thesis: Examining the simple view of reading in Chinese from a developmental perspective

TitleExamining the simple view of reading in Chinese from a developmental perspective
Authors
Issue Date2018
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
Citation
Tong, Y. C. [唐榕株]. (2018). Examining the simple view of reading in Chinese from a developmental perspective. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR.
AbstractThe simple view of reading (SVR) was adopted as a theoretical framework in the present study to explore the developmental patterns of different skills of decoding (accuracy and fluency) and linguistic comprehension (oral vocabulary, syntactic skills and listening comprehension) in predicting Chinese reading comprehension among 136 students in Primary One, Three and Five in Hong Kong. After controlling for age, nonverbal intelligence and verbal working memory, decoding and linguistic comprehension together accounted for 31.5% to 36.9% of variance in Chinese reading comprehension in the three grades, lending support to the universality of the SVR. However, while decoding was more important in junior grades as suggested in the SVR, linguistic comprehension was more predictive than decoding across grades. After decoding had been controlled for, the amount of unique variance explained by linguistic comprehension was 13.9% in Primary One, 19.1% in Primary Three and 16.3% in Primary Five. By examining the developmental patterns of the componential skills of decoding, it was revealed that decoding accuracy played a more critical role in reading comprehension than decoding fluency did across grades. For linguistic comprehension, syntactic skills and listening comprehension were more important in Primary One and Three while oral vocabulary made significant contribution in Primary Five.
DegreeMaster of Social Sciences
SubjectReading comprehension
Language - School children
Chinese language - Study and teaching (Primary)
Dept/ProgramEducational Psychology
Persistent Identifierhttp://hdl.handle.net/10722/278501

 

DC FieldValueLanguage
dc.contributor.authorTong, Yung Chu-
dc.contributor.author唐榕株-
dc.date.accessioned2019-10-10T03:41:58Z-
dc.date.available2019-10-10T03:41:58Z-
dc.date.issued2018-
dc.identifier.citationTong, Y. C. [唐榕株]. (2018). Examining the simple view of reading in Chinese from a developmental perspective. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR.-
dc.identifier.urihttp://hdl.handle.net/10722/278501-
dc.description.abstractThe simple view of reading (SVR) was adopted as a theoretical framework in the present study to explore the developmental patterns of different skills of decoding (accuracy and fluency) and linguistic comprehension (oral vocabulary, syntactic skills and listening comprehension) in predicting Chinese reading comprehension among 136 students in Primary One, Three and Five in Hong Kong. After controlling for age, nonverbal intelligence and verbal working memory, decoding and linguistic comprehension together accounted for 31.5% to 36.9% of variance in Chinese reading comprehension in the three grades, lending support to the universality of the SVR. However, while decoding was more important in junior grades as suggested in the SVR, linguistic comprehension was more predictive than decoding across grades. After decoding had been controlled for, the amount of unique variance explained by linguistic comprehension was 13.9% in Primary One, 19.1% in Primary Three and 16.3% in Primary Five. By examining the developmental patterns of the componential skills of decoding, it was revealed that decoding accuracy played a more critical role in reading comprehension than decoding fluency did across grades. For linguistic comprehension, syntactic skills and listening comprehension were more important in Primary One and Three while oral vocabulary made significant contribution in Primary Five. -
dc.languageeng-
dc.publisherThe University of Hong Kong (Pokfulam, Hong Kong)-
dc.relation.ispartofHKU Theses Online (HKUTO)-
dc.rightsThe author retains all proprietary rights, (such as patent rights) and the right to use in future works.-
dc.rightsThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.-
dc.subject.lcshReading comprehension-
dc.subject.lcshLanguage - School children-
dc.subject.lcshChinese language - Study and teaching (Primary)-
dc.titleExamining the simple view of reading in Chinese from a developmental perspective-
dc.typePG_Thesis-
dc.description.thesisnameMaster of Social Sciences-
dc.description.thesislevelMaster-
dc.description.thesisdisciplineEducational Psychology-
dc.description.naturepublished_or_final_version-
dc.date.hkucongregation2018-
dc.identifier.mmsid991044144990103414-

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