Understanding Chinese children's word reading by considering the factors from cognitive, psychological and ecological factors

Duo LIU, Lei WANG, Zhengye Amelia XU, Miao LI, R. Malatesha JOSHI, Ning LI, Xinyong ZHANG

Research output: Contribution to journalArticlespeer-review

4 Citations (Scopus)

Abstract

Reading is a complex activity that is related to factors from the cognitive, ecological, and psychological domains. However, few studies have investigated the mechanisms underlying word learning by including the factors from the three domains in Chinese children. One hundred and ninety-four Chinese first graders completed tasks on cognitive abilities and word reading ability and a questionnaire relating to the psychological domain, their parents answered questionnaires relating to the psychological and ecological domains. The cognitive factors in the present study involved general (i.e., working memory) and reading-specific (i.e., vocabulary and morphological awareness) abilities. As ecological factors, the parent-reported family socioeconomic status (SES) and home literacy environment (HLE) were used to indicate parents’ resource characteristics of the literacy interactions at home. As psychological factors, an overall mental status was measured by the Conners’ Parent Rating Scale-Revised and reading self-efficacy were used to indicate children's demand and force characteristics in the literacy interactions. The results of path analysis showed that, after controlling for age and nonverbal intelligence, the reading-specific cognitive abilities had a direct effect on word reading. Working memory, HLE, and reading self-efficacy contributed to word reading through the reading-specific cognitive abilities. Family SES facilitated HLE, which subsequently benefited the reading-specific cognitive abilities, and then assisted word reading. Copyright © 2023 Elsevier Inc. All rights reserved.

Original languageEnglish
Article number102163
JournalContemporary Educational Psychology
Volume73
Early online dateJan 2023
DOIs
Publication statusPublished - Apr 2023

Citation

Liu, D., Wang, L., Xu, Z., Li, M., Joshi, R. M., Li, N., & Zhang, X. (2023). Understanding Chinese children's word reading by considering the factors from cognitive, psychological and ecological factors. Contemporary Educational Psychology, 73. Retrieved from https://doi.org/10.1016/j.cedpsych.2023.102163

Keywords

  • Family socioeconomic status
  • Home literacy environment
  • Reading self-efficacy
  • Word reading
  • Chinese early reader

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