Understanding the microstructure and macrostructure of passages is important for reading comprehension. What cognitive-linguistic skills may contribute to understanding these two levels of structures has rarely been investigated. The present study examined whether some word-level and text-level cognitive-linguistic skills may contribute differently to the understanding of microstructure and macrostructure respectively. Seventy-nine Chinese elementary school children were tested on some cognitive-linguistic skills and literacy skills. It was found that word reading fluency and syntactic skills predicted significantly the understanding of microstructure of passages after controlling for age and IQ; while morphological awareness, syntactic skills, and discourse skills contributed significantly to understanding of macrostructure. These findings suggest that syntactic skills facilitate children’s access of meaning from grammatical structures, which is a fundamental process in gaining text meaning at any level of reading comprehension. Discourse skills also allow readers to understand the cohesive interlinks within and between sentences and is important for a macro level of passage understanding. Copyright © 2015 Springer Science+Business Media New York.
|Journal||Journal of Psycholinguistic Research|
|Early online date||Nov 2015|
|Publication status||Published - Dec 2016|
CitationLo, L.-y., Ho, C. S.-h., Wong, Y.-k., Chan, D. W.-o., & Chung, K. K.-h. (2016). Understanding the microstructure and macrostructure of passages among Chinese elementary school children. Journal of Psycholinguistic Research, 45(6), 1287-1300.
- Reading comprehension
- Syntactic skills
- Discourse skills