Contributions of vocabulary and discourse-level skills to reading comprehension among Chinese elementary school children

Connie Suk-Han HO, Yui Chi FONG, Mo ZHENG

Research output: Contribution to journalArticle

Abstract

Decoding and language comprehension skills have been found to be the core components of reading comprehension across many writing systems. The present study examined the contributions of vocabulary and some discourse-level skills to reading comprehension in Chinese in addition to that of decoding. One hundred and seventeen Chinese second and third graders in Hong Kong were tested on decoding, vocabulary, discourse-level skills, and verbal working memory. Results of multiple regression analyses showed that the discourse-level skills contributed an additional 5% of variance to reading comprehension over decoding, vocabulary, and other control variables, and all factors accounted for a total of 70% variance in reading comprehension. Further path analysis showed that all the direct paths of word reading, vocabulary, text-structure knowledge, and topic knowledge to reading comprehension were significant. Vocabulary also contributed to reading comprehension through indirect paths to discourse-level knowledge. The present findings support the simple view of reading with elaborations on the language comprehension component, namely, (a) vocabulary is a foundational language skill for text comprehension through its role on discourse-level knowledge, and (b) some discourse-level knowledge also plays an important role in passage comprehension. Copyright © 2018 Cambridge University Press.
Original languageEnglish
Pages (from-to)323-349
JournalApplied Psycholinguistics
Volume40
Issue number2
Early online dateNov 2018
DOIs
Publication statusPublished - Mar 2019

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Vocabulary
schoolchild
elementary school
Reading
vocabulary
comprehension
discourse
Language
language
Elementary School
Discourse
Reading Comprehension
School children
path analysis
Hong Kong
Short-Term Memory
Decoding
Regression Analysis
regression

Citation

Ho, C. S.-H., Fong, C. Y.-C., & Zheng, M. (2019). Contributions of vocabulary and discourse-level skills to reading comprehension among Chinese elementary school children. Applied Psycholinguistics, 40(2), 323-349. doi: 10.1017/S0142716418000590

Keywords

  • Chinese
  • Decoding
  • Discourse-level skills
  • Reading comprehension
  • Vocabulary