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

    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

    Language

    English

    First Page

    607

    Last Page

    616

    WOS Identifier

    WOS:A1995TC76900005

    ISSN

    0020-7594

    Share

    COinS