Zheng Haoyuan, Miao Xuecong, Dong Yang, Yuan Daniel-Chongbo
Faculty of Teacher and Education, Guangzhou Huashang College (), Guangzhou, China.
Research Center for Overseas Studies and Media Reports on Hainan, Hainan University, Haikou, China.
Front Psychol. 2023 Mar 13;14:1098568. doi: 10.3389/fpsyg.2023.1098568. eCollection 2023.
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.
该研究旨在通过语法知识认知过程来考察衔接纽带对阅读理解的影响。本荟萃分析基于1998年至2021年间发表的实证结果，考察了语法知识与阅读理解之间的相关性。本研究选取了86项研究，共有14852名读者，其年级从小学到大学进行了分组。结果表明，语法知识与阅读理解之间的总体相关效应量较大，通过调节分析证实了年级组的显著交互效应。结果表明，衔接纽带的语法知识功能在不同的文本理解脚本中具有迁移效应。
