Cognitive-Linguistic Skills Explain Chinese Reading Comprehension within and beyond the Simple View of Reading in Hong Kong Kindergarteners

Autor/inn/en	Pan, Dora Jue; Lin, Dan
Titel	Cognitive-Linguistic Skills Explain Chinese Reading Comprehension within and beyond the Simple View of Reading in Hong Kong Kindergarteners
Quelle	In: Language Learning, 73 (2023) 1, S.126-160 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pan, Dora Jue)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/lang.12515
Schlagwörter	Chinese; Reading Comprehension; Kindergarten; Preschool Children; Nonverbal Ability; Cognitive Ability; Language Skills; Reading Skills; Listening Comprehension; Correlation; Naming; Morphology (Languages); Foreign Countries; Hong Kong + Suchen Sie Ihr Suchwort? China; Chinesen; Leseverstehen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Denkfähigkeit; Language skill; Sprachkompetenz; Reading skill; Lesefertigkeit; Hörverständnis; Korrelation; Morphology; Morphologie; Ausland; Hongkong
Abstract	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. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01