Cognitive-Linguistic Skills Explain Chinese Reading Comprehension Within and Beyond the Simple View of Reading in Hong Kong Kindergarteners
Bibliographic Data
| ID | 4982594 |
|---|---|
| Authors | Dora Jue Pan (0000-0001-9764-6454, Chinese University of Hong Kong, Shenzhen), D Lin (0000-0002-0540-3840, The Education University of Hong Kong Hong Kong, corresponding author) |
| Year | 2023 |
| Volume | 73 |
| Issue | 1 |
| Pages | 126-160 |
| Publication date | 2023-03-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language Learning (JOURNAL) |
| Journal identifiers | ISSN: 0023-8333 • E-ISSN: 1467-9922 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/lang.12515 |
| OpenAlex | W4293918923 |
| Language | EN |
| Citations received | 5 |
| References cited | 69 |
In this study, we investigated the direct and indirect associations of different cognitive-linguistic skills and Chinese reading comprehension in Hong Kong kindergarteners. We assessed 179 children's nonverbal IQ, cognitive-linguistic skills, word reading, listening comprehension, and reading comprehension. Results showed significant correlations between all variables and reading comprehension. Further path analysis results indicated that rapid automatized naming, orthographic knowledge, and morphological awareness contributed to reading comprehension via word reading. Nonverbal IQ and vocabulary knowledge were associated with reading comprehension through listening comprehension. Beyond that, nonverbal IQ and morphological awareness still contributed directly to reading comprehension. Overall, our findings elucidated the importance of nonverbal IQ and cognitive-linguistic skills within the framework of the simple view of reading in Chinese and highlighted the unique roles of nonverbal IQ and meaning-related skills in Chinese reading comprehension, which contributed to understanding the simple view of reading in Chinese
Active listening · Cognition · Cognitive psychology · Comprehension · Developmental psychology · Linguistics · Nonverbal communication · Reading (process) · Reading comprehension · Vocabulary · Communication · Language Development and Disorders · Neurobiology of Language and Bilingualism · Psychology · Reading and Literacy Development
Unique predictors of cognitive-linguistic skills in English word reading through online assessment
Parental Mindset and SES
The Relationships Between Lower‐ and Higher‐Level Cognitive Skills and Multimodal Reading Comprehension Among Fourth‐Grade Students in the Digital Age
The Role of Home Literacy Environment in Word Reading and Listening Comprehension in Chinese
Modeling the relationships among parental expectations, the home literacy environment, emergent literacy skills, and early reading comprehension in Chinese children
Contributions of Phonological Awareness and Rapid Automatic Naming Ability to the Growth of Word-Reading Skills in Second-to Fifth-Grade Children
The Relation Between Morphological Awareness and Reading Comprehension
What is in the naming? A 5-year longitudinal study of early rapid naming and phonological sensitivity in relation to subsequent reading skills in both native Chinese and English as a second language.
What is morphological awareness? Tapping lexical compounding awareness in Chinese third graders.
Morphological Awareness and Learning to Read
Morphological Awareness, Orthographic Knowledge, and Spelling Errors
The Acquisition of Reading Comprehension Skill
Why the Simple View of Reading Is Not Simplistic
Changing models across cultures
Word Knowledge in a Theory of Reading Comprehension
What's in a word? Morphological awareness and vocabulary knowledge in three languages
Reading Ability
Cutoff criteria for fit indexes in covariance structure analysis
Simple View of Reading in Chinese
Growth of Compounding Awareness Predicts Reading Comprehension in Young Chinese Students
Universal and language-specific predictors of early word reading in a foreign language
The unique role of executive function skills in predicting Hong Kong kindergarteners' reading comprehension
| Citations per year | 5 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |