The present study was conducted to examine the contributions of syntactic and reading-related cognitive skills to reading cotnprehension in Chinese children. DilTerent measures of syntaetic skills, linguistic skills (Chinese word reading ability, semantic, and oral language skills) and cognitive skills (working memory and visual sequencing memory) were administered to 188 Chinese children. It was found the unique contributions of Chinese word reading ability, semantics, oral language abilities, and syntactic skills to reading eomprehension, but not of working memory and visual sequencing memory. The results suggest that linguistic skills especially syntactic skills have direct contributions to reading comprehension, whereas memory skills involve a more general underlying process, rather than specific to reading comprehension. Copyright © 2008 Federation of German Psychologists Associations.
|Published - Jul 2008