Reading Comprehension and Metalinguistic Knowledge in Chinese Readers: A Meta-Analysis

Dong, Yang; Peng, Shuna; Sun, YuanKe; Wu, Sammy Xiao-Ying; Wang, Weisha

doi:10.3389/fpsyg.2019.03037

Cited by 31 publications

(18 citation statements)

References 98 publications

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“…Given the negative impact of bilingualism on some lexical skills, as described above, bilingual children may experience more difficulties with the test for the understanding of implicit meaning. On the other hand, the negative effect of SLD on the same metalinguistic skill, which is in line with previous findings, suggests that metalanguage is the most powerful ability in basic reading and that it may be compromised in children with SLD (Dong et al, 2020 ). These results, if confirmed in future studies, suggest that bilingual children with SLD may have difficulties with metalinguistic abilities in contexts that require higher levels of lexical competence.…”

Section: Discussionsupporting

confidence: 89%

Language-Related Skills in Bilingual Children With Specific Learning Disorders

et al. 2021

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Purpose: The purpose of this study is to better understand the characteristics of the language-related skills of bilingual children with specific learning disorders (SLD). The aim is achieved by analyzing language-related skills in a sample of bilingual (Italian plus another language) and Italian monolingual children, with and without SLD.Patients and methods: A total of 72 minors aged between 9 and 11 were recruited and divided into four groups: 18 Italian monolingual children with SLD, 18 bilingual children with SLD, 18 Italian monolingual children without SLD, and 18 bilingual children without SLD. Each child underwent tests to evaluate different aspects of language skills: lexical and grammar, metalanguage and executive functions.Results: With regard to lexical and grammatical skills, the conditions of SLD and bilingualism both impact naming in terms of total number of errors for words with low frequency of use, while the condition of SLD has an effect on semantic errors for words with low frequency of use. The condition of bilingualism impacts on the total errors for words with high frequency of use and on circumlocution-type errors for words with low frequency of use. There were significant effects of bilingualism and SLD on the metalinguistic test for understanding implicit meaning, and an impact of SLD on phonological awareness was also found.Conclusion: The results suggest that both SLD and bilingualism have an effect on some lexical skills, in particular for words with low frequency of use. Both conditions, bilingualism and SLD, seem to impact on metalinguistic abilities that depend on lexical knowledge. These findings reinforce the importance of improving understanding of the neuropsychological profile of bilingual children with SLD.

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Section: Discussionsupporting

confidence: 89%

Language-Related Skills in Bilingual Children With Specific Learning Disorders

et al. 2021

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“…Previous studies argued that vocabulary knowledge contributed to reading comprehension directly due to the derived meaning of vocabulary on the mental representation construction (Ouellette and Beers, 2010 ; Tunmer and Chapman, 2012 ). Chinese readers tend to identify the semantic meaning of characters or words from morphological and orthographical coding than phonological coding (e.g., Dong et al, 2019 ); for example, readers tend to identify the function of the character through the radical component of characters and then ensure the pronunciation from the rest of the components, which may not determine the identifying facial and deep mental lexical meaning from the given text. Text comprehension progress relies more on semantic meaning identification on each character rather than on accurate pronunciation of the character.…”

Section: Discussionmentioning

confidence: 99%

Contribution of Vocabulary Knowledge to Reading Comprehension Among Chinese Students: A Meta-Analysis

et al. 2020

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This study investigated the correlation between vocabulary knowledge and reading comprehension. To address the correlation picture under Chinese logographical scripts, the researchers investigated the potential explanation for the correlation via Reading Stage, Information Gap, Content-based Approach, and Cognition and Creativity Theory approaches. This study undertook a meta-analysis to synthesize 89 independent samples from primary school stage to Master's degree stage. Results showed the correlation picture as an inverted U-shape, supporting the idea that vocabulary knowledge contributed a large proportion of variance on text comprehension and might also support the independent hypothesis of the impact of vocabulary knowledge on reading comprehension. In each education stage, the correlation between vocabulary knowledge and reading comprehension was independent in that it did not interact with any significant moderators. This study informed that the vocabulary knowledge not only determined text comprehension progress through facial semantic meaning identification but also suggested that the coordinate development of vocabulary knowledge, grammatical knowledge, and inference would be better in complexity comprehension task performance.

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“…These meta-linguistic skills may even contribute to reading comprehension (Dong et al, 2019). On one hand, it is argued that meta-linguistic awareness is an aspect of metacognition, which is often viewed as a complex cognitive/executive functioning skill that directly contributes to academic performance in general (Meltzer, 2010), including reading comprehension (Gaskins et al, 2007).…”

Section: The Extra Variable: Meta-linguistic Skillsmentioning

confidence: 99%

Simple View of Reading in Chinese: A One-Stage Meta-Analytic Structural Equation Modeling

Peng

Lee

Luo³

et al. 2020

Review of Educational Research

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With a one-stage meta-analytic structural equation modeling (MASEM) analysis based on 49,416 individuals from 267 independent samples and 210 studies, the current study systematically investigated models including meta-linguistic skills, decoding, language comprehension, and reading comprehension for Chinese population. Findings showed that (1) decoding and language comprehension were moderately related and together explained 52.7% variance of reading comprehension; (2) meta-linguistic skills made significant direct and unique contributions to decoding and showed a strong relation with language comprehension; however, meta-linguistic skills did not make direct contributions to reading comprehension beyond decoding and language comprehension; (3) location (Mainland vs. Hong Kong) did not emerge as a significant moderator in the model; (4) grade level significantly explained the between-study heterogeneity on the relation between decoding and reading comprehension, such that decoding made more contributions to reading comprehension before Grade 2 than after; and (5) the effects of language comprehension on reading comprehension stayed stable with grade, and so did meta-linguistic skills on decoding. These findings, taken together, suggest that the Simple View of Reading can be applied to reading in nonalphabetic languages such as Chinese. For Chinese reading development, Grade 2 may be the transitional grade where the effects of decoding on reading comprehension started to decrease significantly. The null direct effects of meta-linguistics skills on reading comprehension further support the parsimonious structure of Simple View of Reading (decoding and language comprehension) in explaining reading comprehension in Chinese.

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Reading Comprehension and Metalinguistic Knowledge in Chinese Readers: A Meta-Analysis

Cited by 31 publications

References 98 publications

Language-Related Skills in Bilingual Children With Specific Learning Disorders

Language-Related Skills in Bilingual Children With Specific Learning Disorders

Contribution of Vocabulary Knowledge to Reading Comprehension Among Chinese Students: A Meta-Analysis

Simple View of Reading in Chinese: A One-Stage Meta-Analytic Structural Equation Modeling

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