A componential model of reading in Chinese

Yeung, Pui sze; Ho, Connie Suk‐Han; Chan, David W.; Chung, Kevin Kien Hoa

doi:10.1016/j.lindif.2015.11.007

Cited by 38 publications

(52 citation statements)

References 60 publications

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“…When we examined the contributions of word reading and listening comprehension to reading comprehension (the simple view of reading), the model described the data very well and explained a large amount of variance in reading comprehension (80%). Although this is in line with previous studies in languages other than Chinese (Adlof et al., ; Foorman, Koon, Petscher, Mitchell, & Truckenmiller, ; Kim, , ), it is discrepant, in terms of amount of variance, with previous studies of the simple view of reading with Chinese‐speaking students, which explained relatively small amounts of variance in reading comprehension, ranging from 37% (Yeung et al., ) to 42% (Joshi et al., ). The reason for the discrepancy is not clear but may include the fact that the previous studies were conducted in Hong Kong with students whose oral language (e.g., Cantonese) is different from the written language (Mandarin), whereas students in the present study spoke Mandarin and were learning to read in Mandarin.…”

Section: Discussionsupporting

confidence: 87%

“…If morphological awareness is indirectly related to reading comprehension via vocabulary, then its indirect relation would also be shared with listening comprehension because listening comprehension, or discourse-level language comprehension, is a key skill to reading comprehension across languages (see the simple view of reading and DIER; Adlof, Catts, & Little, 2006;Hoover & Gough, 1990;Joshi, Tao, Aaron, & Quiroz, 2012;Kim, 2015Kim, , 2017see Florit & Cain, 2011), including Chinese (Yeung, Ho, Chan, & Chung, 2016), and because vocabulary contributes to listening comprehension (see DIER; Kim, 2017; see also Florit, Roch, & Levorato, 2014;Fong & Ho, 2017;Kendeou, Bohn-Gettler, White, & van den Broek, 2008;Kim, 2015Kim, , 2016Tompkins, Guo, & Justice, 2013). In other words, morphological awareness would have cascading indirect effects on reading comprehension via multiple indirect pathways (morphological awareness → vocabulary → listening comprehension → reading comprehension).…”

Section: Pathways By Which Morphological Awareness Is Related To Readmentioning

confidence: 99%

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Multiple Pathways by Which Compounding Morphological Awareness Is Related to Reading Comprehension: Evidence From Chinese Second Graders

Kim

Guo

Liu

et al. 2019

Reading Research Quarterly

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Morphological awareness, or the knowledge and awareness of morphemes and morphological structures in a language, has been shown to be important to reading. The authors investigated multiple pathways by which compounding morphological awareness is related to reading comprehension: indirect pathways via vocabulary, word reading, and listening comprehension, as well as a direct relation. This question was addressed using data from 325 Chinese (Mandarin)‐speaking second graders. The authors tested alternative structural equation models that compared variations of direct and indirect relations. Results revealed that the two predictors according to the simple view of reading, word reading and listening comprehension, explained 80% of the variance in reading comprehension. Importantly, compounding morphological awareness was directly related to reading comprehension, as well as indirectly via vocabulary, word reading, and listening comprehension. Together, they explained 87% of the total variance in reading comprehension. Moreover, the total effect of compounding morphological awareness on reading comprehension, after accounting for the direct effect (0.18) and indirect effects (0.32) via multiple pathways, was substantial (0.49 standardized regression weight). These results add to growing evidence on the important role of morphological awareness in reading comprehension and highlight the multiple ways that morphological awareness makes a contribution to reading comprehension in Chinese.

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Section: Discussionsupporting

confidence: 87%

Section: Pathways By Which Morphological Awareness Is Related To Readmentioning

confidence: 99%

Multiple Pathways by Which Compounding Morphological Awareness Is Related to Reading Comprehension: Evidence From Chinese Second Graders

Kim

Guo

Liu

et al. 2019

Reading Research Quarterly

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“…There is evidence that the cognitive processes underlying text‐level processing in English are very similar to those in Chinese and that the models of text‐level processing developed for English can be generalised to text‐level processing in Chinese (Yeung et al, ; Yeung, Ho, Chan & Chung, ). The results from the present study further support the proposition that the development of composing from a cognitive perspective is highly similar across orthographies.…”

Section: Discussionmentioning

confidence: 99%

Longitudinal relationships between syntactic skills and Chinese written composition in Grades 3 to 6

Yeung

Chan

et al. 2020

Journal Research in Reading

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Background Studies have shown that word dictation and syntactic skills are significant predictors of written composition performance among Chinese children in elementary grades. However, there is a paucity of research on the bidirectional relationships between these two cognitive‐linguistic skills (i.e., word dictation and syntactic skills) and Chinese writing skills. Methods This paper reports the findings of a 1‐year longitudinal study tracking the developmental patterns of Chinese writing among students in Grades 3 and 5 in Hong Kong. The participants were administered tasks involving cognitive‐linguistic skills (working memory, word dictation and syntactic skills) and writing skills (narrative writing and expository writing). Results Multiple regression analysis revealed that word dictation and syntactic skills in Grades 3 and 5 were significant longitudinal predictors of Chinese written composition performance in Grade 4 and Grade 6. Syntactic skills, but not word dictation, contributed a significant amount of unique variance to writing performance after controlling for the autoregressor effect of writing. The results also showed that written composition performance in Grades 3 and 5 contributed unique variance to individual differences in syntactic skills in Grades 4 and 6, after controlling for syntactic skills in the preceding year and other cognitive‐linguistic variables. Conclusion The patterns of results underscore the significance of syntactic skills in Chinese written composition in upper elementary grades and the bidirectional relationship between syntactic skills and written composition in Chinese. Highlights What is already known about this topic Chinese word dictation, syntactic skills and verbal working memory are the major types of developmental skills important in Chinese writing among children in elementary grades. What this paper adds The longitudinal contribution of word dictation to writing performance across grades was mediated by the contribution of word dictation to concurrent writing performance. Syntactic skills contributed a unique amount of variance to writing performance across grades even after controlling for the autoregressor effect of writing. The longitudinal relationships between syntactic skills and written composition were bidirectional. Implications for theory, policy or practice An emphasis on grammar teaching in the context of writing may benefit both writing and syntactic skills development. Combined word dictation and composing instruction, rather than teaching word dictation alone or composing instruction alone, may enhance composing skills.

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“…For testing the SVR in Chinese with a longitudinal study of 392 Chinese children aged from 7 to 9 years, Yeung et al (2016) reported that decoding (measured by word recognition accuracy and fluency) and language comprehension (measured by syntactic skills and oral narrative skills) explained 64% of variance in Chinese reading comprehension across time. Findings so far appear to support that decoding and language comprehension are also core components of reading comprehension in Chinese.…”

Section: Features Of Chinese and Studies Of Reading Comprehension In mentioning

confidence: 99%

Contributions of vocabulary and discourse-level skills to reading comprehension among Chinese elementary school children

Fong

Zheng

2018

Applied Psycholinguistics

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Decoding and language comprehension skills have been found to be the core components of reading comprehension across many writing systems. The present study examined the contributions of vocabulary and some discourse-level skills to reading comprehension in Chinese in addition to that of decoding. One hundred and seventeen Chinese second and third graders in Hong Kong were tested on decoding, vocabulary, discourse-level skills, and verbal working memory. Results of multiple regression analyses showed that the discourse-level skills contributed an additional 5% of variance to reading comprehension over decoding, vocabulary, and other control variables, and all factors accounted for a total of 70% variance in reading comprehension. Further path analysis showed that all the direct paths of word reading, vocabulary, text-structure knowledge, and topic knowledge to reading comprehension were significant. Vocabulary also contributed to reading comprehension through indirect paths to discourse-level knowledge. The present findings support the simple view of reading with elaborations on the language comprehension component, namely, (a) vocabulary is a foundational language skill for text comprehension through its role on discourse-level knowledge, and (b) some discourse-level knowledge also plays an important role in passage comprehension.

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A componential model of reading in Chinese

Cited by 38 publications

References 60 publications

Multiple Pathways by Which Compounding Morphological Awareness Is Related to Reading Comprehension: Evidence From Chinese Second Graders

Multiple Pathways by Which Compounding Morphological Awareness Is Related to Reading Comprehension: Evidence From Chinese Second Graders

Longitudinal relationships between syntactic skills and Chinese written composition in Grades 3 to 6

Contributions of vocabulary and discourse-level skills to reading comprehension among Chinese elementary school children

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