Contribution of vocabulary knowledge to reading comprehension among Chinese students: A meta-analysis

Yang DONG, Yi TANG, Bonnie Wing-Yin CHOW, Weisha WANG, Weiyang DONG

Research output: Contribution to journalArticlespeer-review

Abstract

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. Copyright © 2020 Dong, Tang, Chow, Wang and Dong.
Original languageEnglish
Article number525369
JournalFrontiers in Psychology
Volume11
Early online date02 Oct 2020
DOIs
Publication statusPublished - Oct 2020

Citation

Dong, Y., Tang, Y., Chow, B. W.-Y., Wang, W., & Dong, W.-Y. (2020). Contribution of vocabulary knowledge to reading comprehension among Chinese students: A meta-analysis. Frontiers in Psychology, 11. Retrieved from https://doi.org/10.3389/fpsyg.2020.525369

Keywords

  • Vocabulary knowledge
  • Reading comprehension
  • Reading stage
  • Education stage
  • Information gap
  • Chinese students
  • PG student publication

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