ArticleFrontiers in psychology2021
The Contributions of Language Skills and Comprehension Monitoring to Chinese Reading Comprehension: A Longitudinal Investigation.
Article in Frontiers in psychology, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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4 citing papers in PubMed.
- Exploring the mediating effect of feedback self-efficacy between students' self-feedback behavior and academic proficiency.Frontiers in psychology · 2025Article
- Holistic exploration of reading comprehension skills, technology and socioeconomic factors in Spanish teenagers.Heliyon · 2024Article
- Reading Comprehension in Both Spanish and English as a Foreign Language by High School Spanish Students.Frontiers in psychology · 2021Article
- The Effects of Syntactic Awareness to L2 Chinese Passage-Level Reading Comprehension.Frontiers in psychology · 2021Article
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Authors and funding
6 authors.
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Abstract
This study examined how vocabulary, syntactic knowledge, and orthographic knowledge are related to comprehension monitoring and whether comprehension monitoring mediates the relations between these language skills and reading comprehension. Eighty-nine Chinese children were assessed on their vocabulary, syntactic knowledge, orthographic knowledge, and comprehension monitoring in Grade 1. Their reading comprehension skills were assessed in Grade 1 and Grade 3. Results showed that in Grade 1, comprehension monitoring mediated the relations between vocabulary and syntactic knowledge and reading comprehension. For Grade 3 reading comprehension, syntactic knowledge in Grade 1 was the only significant predictor. These findings indicate that multiple language skills make direct and indirect contributions
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