ArticleBrain sciences2021
How Visual Word Decoding and Context-Driven Auditory Semantic Integration Contribute to Reading Comprehension: A Test of Additive vs. Multiplicative Models.
Article in Brain sciences, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers, 1 of them a synthesis that pooled it.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
5 citing papers in PubMed, 1 synthesis or guideline pooled it, 7 citations in OpenAlex.
- Dyslexia: A Bibliometric and Visualization Analysis.Frontiers in public health · 2022Pooled it
- Speaking in Tones: The role of lexical tones in Chinese-speaking Primary Progressive Aphasia.medRxiv : the preprint server for health sciences · 2025Article
- The interaction of orthography, phonology and semantics in the process of second language learners' Chinese character production.Frontiers in psychology · 2023Article
- The Extended Simple View of Reading in Adult Learners of Chinese as a Second Language.Frontiers in psychology · 2022Article
- Contributions of Demographics, Language Learning Experience, and Cognitive Control to Chinese Reading Comprehension.Frontiers in psychology · 2021Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors at 4 institutions in 2 countries.
Funding
Abstract
Theories of reading comprehension emphasize decoding and listening comprehension as two essential components. The current study aimed to investigate how Chinese character decoding and context-driven auditory semantic integration contribute to reading comprehension in Chinese middle school students. Seventy-five middle school students were tested. Context-driven auditory semantic integration was assessed with speech-in-noise tests in which the fundamental frequency (
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.