Title

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

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. © 1995 International Union of Psychological Science

Publication Date

1-1-1995

Publication Title

International Journal of Psychology

Volume

30

Issue

5

Number of Pages

607-616

Document Type

Article

Personal Identifier

scopus

DOI Link

https://doi.org/10.1080/00207599508246589

Socpus ID

84991140236 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/84991140236

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