Enhancing Poor Readers’ Reading Comprehension Ability through Word Semantic Knowledge Training

Dong, Yang; Chow, Bonnie Wing‐Yin; Wu, Sammy Xiao-Ying; Zhou, Jiandong; Zhao, Ya Man

doi:10.1080/10573569.2020.1820410

Cited by 9 publications

(3 citation statements)

References 56 publications

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“…Reading comprehension refers to an ability to acquire literal or inferential meaning from the given text through the interaction between sentences’ cognition process and situation image construction ( Snow, 2002 ; Cain et al, 2004 ; Dong et al, 2021 , 2022 ). Regardless of whether it an Eastern or a Western country, reading comprehension plays a vital role in human career development, knowledge base construction, and language ability development and even in printed script-based communication ( Carretti et al, 2009 ; García and Cain, 2014 ; del Pilar Jiménez et al, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

The relationship between grammatical knowledge and reading comprehension: A meta-analysis

Zheng¹,

Miao

Dong

et al. 2023

Front. Psychol.

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The study aimed to examine the cohesive tie effect on reading comprehension through the grammatical knowledge cognition process. The present meta-analysis examined the correlation between grammatical knowledge and reading comprehension based on empirical results published between 1998 and 2021. This study selected 86 studies with a total of 14,852 readers whose grades were grouped from primary school to university. The results showed that the overall correlation effect size between grammatical knowledge and reading comprehension was large, and the significant interaction effect of the grade group was confirmed through moderator analysis. The results suggested that the grammatical knowledge’s function of the cohesive tie has a transfer effect across different text comprehension scripts.

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Section: Introductionmentioning

confidence: 99%

The relationship between grammatical knowledge and reading comprehension: A meta-analysis

Zheng¹,

Miao

Dong

et al. 2023

Front. Psychol.

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“…Reading comprehension refers to a cognitive activity that constructs a mental picture through interaction and involvement with written language (Dong et al, 2020; Muntoni & Retelsdorf, 2018; Rouet et al, 2017; Snow, 2002). Past studies reported that reading comprehension plays a vital role in the knowledge acquisition (Catts, 2018; Snow, 2002; Wood et al, 2018), career development (Chow et al, 2011; Rouet et al, 2017; Spencer & Wagner, 2018), and even mental health (Catts, 2018; Rouet et al, 2017; Snow, 2002) of students.…”

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confidence: 99%

“…Past studies had demonstrated that insufficient abilities in text surface decoding will result in reading difficulties and other relevant academic learning problems (Catts, 2018; Snow, 2002; Wood et al, 2018). Moreover, students with limited reading experiences construct the mental picture through the identification and inference of visual surface word semantic meaning (e.g., Dong et al, 2020). Interference factors (e.g., external stimulation) inhibit the function of semantic meaning identification and inference process and result in comprehension difficulties.…”

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confidence: 99%

The effect of Chinese pop background music on Chinese poetry reading comprehension

Dong

Zheng

et al. 2022

Psychology of Music

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Students prefer to listen to music while reading because they believe it will help them focus on constructing a contextual mental picture. However, the effect of background music on the reading comprehension of primary school new readers remains unclear. This study examines the effects of two musical factors (familiarity and tempo) on the construction of poetry mental picture in 129 Chinese primary school readers with attention deficit and hyperactivity disorder. The study controlled for nonverbal intelligence, age, gender, working memory, and receptive vocabulary, and results showed that background music had a negative effect on poetry reading performance. Specifically, students had similar performance in easy poetry reading with background music but performed better in difficult poetry reading with unfamiliar music and slower melody. The effect size of unfamiliar background music was larger than that of melody tempo. This study provided literature on the effect of background music on surface decoding in poetry reading and suggested that the appropriate approach for readers who are in the learning to read stage should be to refrain from listening to music while reading.

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What Works for Reading Interventions in Chinese Children at Risk for Reading Difficulties? A Systematic Review and Meta-analysis of Findings in Recent Three Decades

Ren,

Liu,

Peng

et al. 2024

Educ Psychol Rev

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Enhancing Poor Readers’ Reading Comprehension Ability through Word Semantic Knowledge Training

Cited by 9 publications

References 56 publications

The relationship between grammatical knowledge and reading comprehension: A meta-analysis

The relationship between grammatical knowledge and reading comprehension: A meta-analysis

The effect of Chinese pop background music on Chinese poetry reading comprehension

What Works for Reading Interventions in Chinese Children at Risk for Reading Difficulties? A Systematic Review and Meta-analysis of Findings in Recent Three Decades

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