SynthesisFrontiers in psychology2020
Contribution of Vocabulary Knowledge to Reading Comprehension Among Chinese Students: A Meta-Analysis.
Synthesis in Frontiers in psychology, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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Who cites it
6 citing papers in PubMed.
- On the Linguistic and Cognitive Factors that Predict Reading Abilities Among Arabic-Speaking University Students.Journal of psycholinguistic research · 2026Article
- Dictation and vocabulary knowledge tests for adult native Chinese readers.Behavior research methods · 2025Article
- Sources of Heterogeneity in Functional Connectivity During English Word Processing in Bilingual and Monolingual Children.Neurobiology of language (Cambridge, Mass.) · 2023Article
- Aberrant prefrontal functional connectivity during verbal fluency test is associated with reading comprehension deficits in autism spectrum disorder: An fNIRS study.Frontiers in psychology · 2022Article
- The Correlation between Chinese Written Vocabulary Size and Cognitive, Emotional and Behavioral Factors in Primary School Students.International journal of environmental research and public health · 2021Article
- Textual Inference Comprehension in Mild Cognitive Impairment: The Influence of Semantic Processing and Verbal Episodic Memory.Frontiers in aging neuroscience · 2021Article
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Authors and funding
5 authors.
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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.
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