Memory, Print Exposure, And Metacognition - Components Of Reading In Chinese Children
Abbreviated Journal Title
Int. J. Psychol.
MULTIPLE ORTHOGRAPHIC CODES; ACQUISITION; SKILLS; Psychology, Multidisciplinary
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.
International Journal of Psychology
"Memory, Print Exposure, And Metacognition - Components Of Reading In Chinese Children" (1995). Faculty Bibliography 1990s. 1411.