Zhao Aiping, Guo Ying, Sun Shuyan, Lai Mark H C, Breit Allison, Li Miao
School of Foreign Languages and Literatures, Shandong University, Jinan, China.
School of Education, University of Cincinnati, Cincinnati, OH, United States.
Front Psychol. 2021 Mar 19;12:625555. doi: 10.3389/fpsyg.2021.625555. eCollection 2021.
This study examined how vocabulary, syntactic knowledge, and orthographic knowledge are related to comprehension monitoring and whether comprehension monitoring mediates the relations between these language skills and reading comprehension. Eighty-nine Chinese children were assessed on their vocabulary, syntactic knowledge, orthographic knowledge, and comprehension monitoring in Grade 1. Their reading comprehension skills were assessed in Grade 1 and Grade 3. Results showed that in Grade 1, comprehension monitoring mediated the relations between vocabulary and syntactic knowledge and reading comprehension. For Grade 3 reading comprehension, syntactic knowledge in Grade 1 was the only significant predictor. These findings indicate that multiple language skills make direct and indirect contributions comprehension monitoring to Chinese reading comprehension, and the relations would change as children's reading skills develop.
本研究考察了词汇、句法知识和正字法知识如何与阅读理解监控相关，以及阅读理解监控是否在这些语言技能与阅读理解之间的关系中起中介作用。对89名中国一年级儿童进行了词汇、句法知识、正字法知识和阅读理解监控方面的评估。在一年级和三年级对他们的阅读理解技能进行了评估。结果表明，在一年级时，阅读理解监控在词汇、句法知识与阅读理解之间的关系中起中介作用。对于三年级的阅读理解，一年级的句法知识是唯一显著的预测因素。这些发现表明，多种语言技能对中文阅读理解监控有直接和间接的贡献，并且随着儿童阅读技能的发展，这种关系会发生变化。
