A model of reading comprehension in Chinese elementary school children

Exploratory and confirmatory factor analyses in reading-related cognitive component among grade four students in Thailand

“…These results suggest that the cognitive skills in Thai reading should include three unique factors: morphological awareness, decoding-related, and RAN skills. Finding of the current study is consistent with the previous study of reading model in Chinese language (Yeung, Ho, Chan, Chung, & Wong, 2013). Yeung et al (2013) indicated that rapid naming and morphological awareness predicted reading comprehension significantly using word reading as a mediator factor among Chinese grade four students in Hong Kong.…”

The role of rapid naming in reading development and dyslexia in Chinese

“…Finally, we acknowledge that our interest was to examine the relationship between RAN and word reading, and that is why we did not assess reading comprehension. If word reading is the best predictor of reading comprehension in Chinese (e.g., Li, McBride-Chang, Wong, & Shu, 2012;Yeung, Ho, Chan, Chung, & Wong, 2013) and RAN predicts reading comprehension through word reading (Yeung et al, 2013), then we may also try to understand first why RAN is related to word reading before we target the RAN-reading comprehension relationship.…”

Orthographic skills important to Chinese literacy development: the role of radical representation and orthographic memory of radicals

“…Findings regarding the relationships between cognitive-linguistic skills and reading comprehension and written composition in Grade 4 were published in two papers (Yeung, Ho, Chan, Chung & Wong 2013a;Yeung, Ho, Chan & Chung 2013b). Findings reported in the study by Yeung et al 2013d showed that orthographic knowledge of children in Grade 1 did not have a strong direct effect on subsequent reading.…”

“…In Grade 4, the passage comprehension task in the study by Yeung et al (2013a) was used. There were four passages in Grade 2 and five passages in Grade 4.…”