A reciprocal relationship between syntactic awareness and reading comprehension

被引：23

作者：

Tong, Xiuhong ^{[1
,2
]}

McBride, Catherine ^{[3
]}

机构：

[1] Hangzhou Normal Univ, Zhejiang Key Lab Res Assessthent Cognit Impairmen, Inst Psychol Sci, Hangzhou, Zhejiang, Peoples R China

[2] Hangzhou Normal Univ, Ctr Cognit & Brain Disorders, Hangzhou, Zhejiang, Peoples R China

[3] Chinese Univ Hong Kong, Psychol Dept, Hong Kong, Hong Kong, Peoples R China

来源：

LEARNING AND INDIVIDUAL DIFFERENCES | 2017年 / 57卷

关键词：

Reading comprehension; Chinese syntactic awareness; Chinese language; Cantonese-speaking children; MORPHOLOGICAL AWARENESS; POOR COMPREHENDERS; WORKING-MEMORY; DEVELOPMENTAL DYSLEXIA; CHINESE CHILDREN; SIMPLE VIEW; ACQUISITION; KNOWLEDGE; LITERACY; ABILITY;

D O I：

10.1016/j.lindif.2017.05.005

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

This study investigated the reciprocal relationship between Chinese syntactic awareness and Chinese reading comprehension among 129 Hong Kong Chinese-speaking children participating in a 10-year longitudinal study. All children were tested on tasks of nonverbal reasoning, phonological awareness, morphological awareness, vocabulary knowledge, word reading, syntactic judgment/correction, conjunction doze, and reading comprehension. Results showed that children's syntactic awareness at age 11 was significantly associated with their reading comprehension at age 12 even after taking into account early nonverbal reasoning ability, phonological awareness, morphological awareness, word reading, vocabulary knowledge, and the previous year's reading comprehension. The results also showed that children's performance in reading comprehension at age 11 accounted for substantial variance in syntactic awareness at age 12. These findings suggest that the relation between syntactic awareness and reading comprehension is bidirectional, and they may mutually reinforce each other during reading development in Cantonese-speaking children.

引用

页码：33 / 44

页数：12

共 57 条

[1]

[Anonymous], 2010, THESIS

[2]

Baker L., 1984, Handbook of reading research, V1, pV394

[3] SYNTACTIC COMPETENCE AND READING-ABILITY IN CHILDREN [J].