Title

Memory, Print Exposure, And Metacognition - Components Of Reading In Chinese Children

Authors

Authors

C. McBridechang;L. Chang

Comments

Authors: contact us about adding a copy of your work at STARS@ucf.edu

Abbreviated Journal Title

Int. J. Psychol.

Keywords

MULTIPLE ORTHOGRAPHIC CODES; ACQUISITION; SKILLS; Psychology, Multidisciplinary

Abstract

This study examined the relative contributions of visual and verbal memory, metacognition about reading, and print exposure to reading comprehension among 100 Chinese fifth graders. The four concurrently measured componential skills were substantially associated with reading comprehension and reliably distinguished between good and poor readers. In a hierarchical regression, after controlling for the effects of verbal intelligence, both verbal and visual memory abilities predicted unique variance in reading comprehension. The distinctness of each memory skill underscores the existence of two unique memory processes in Chinese reading. Future research should examine the longitudinal contributions of these cognitive abilities to reading comprehension.

Journal Title

International Journal of Psychology

Volume

30

Issue/Number

5

Publication Date

1-1-1995

Document Type

Article

DOI Link

http://dx.doi.org/10.1080/00207599508246589

Language

English

First Page

607

Last Page

616

WOS Identifier

WOS:A1995TC76900005

ISSN

0020-7594

Recommended Citation

"Memory, Print Exposure, And Metacognition - Components Of Reading In Chinese Children" (1995). Faculty Bibliography 1990s. 1411.
https://stars.library.ucf.edu/facultybib1990/1411