Contributions of metalinguistic awareness and lexical inference to reading comprehension in upper-elementary Chinese students

IF 2 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of Research in Reading Pub Date : 2022-11-28 DOI:10.1111/1467-9817.12415

Xi Cheng, Haomin (Stanley) Zhang

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Abstract

Background

The present study aimed to examine and compare the relative contributions of three facets of metalinguistic awareness (phonological awareness, orthographic awareness and morphological awareness) and lexical inferencing ability to Chinese reading comprehension across upper elementary grades.

Method

Fifty-three third graders, 79 fourth graders and 108 fifth graders were administered a battery of tests including non-verbal intelligence, phonological awareness, morphological awareness, orthographic awareness, lexical inference and reading comprehension.

Results

The multivariate analyses across grade groups revealed the continued progress in children's performances on morphological awareness but not on phonological and orthographic awareness. More important, hierarchical regressions exhibited the same pattern across grades, suggesting that morphological awareness was the sole consistent indicator of reading comprehension in all grades. Finally, lexical inferencing ability contributed to reading comprehension only in fifth-grade students after accounting for the effects of metalinguistic awareness.

Conclusion

Our findings highlight the importance of morphological awareness as the most potent meaning-building metalinguistic skill that can consistently predict Chinese reading comprehension in upper elementary children and indicate that the contribution of lexical inferencing ability differs as a function of children’s reading skills. Results were discussed in relation to the Reading Systems Framework and implications for educational instruction were provided.

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元语言意识和词汇推理对初中生阅读理解的贡献

本研究旨在考察和比较元语言意识(语音意识、正字法意识和词形意识)和词汇推理能力在小学高年级语文阅读理解中的相对作用。方法对53名三年级学生、79名四年级学生和108名五年级学生进行非言语智力、语音意识、词形意识、正字法意识、词汇推理和阅读理解等测试。结果不同年级组间的多变量分析显示，儿童在词形意识方面的表现有持续的提高，而在语音和正字法意识方面的表现没有提高。更重要的是，分层回归在不同年级表现出相同的模式，这表明词形意识是所有年级阅读理解的唯一一致指标。最后，在考虑元语言意识的影响后，词汇推理能力仅对五年级学生的阅读理解有贡献。结论形态意识是最有效的意义构建元语言技能，可以预测小学高年级儿童的汉语阅读理解，词汇推理能力的贡献随儿童阅读技能的不同而不同。讨论了阅读系统框架的相关结果，并提供了对教育教学的启示。

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来源期刊

Journal of Research in Reading Multiple-

CiteScore

4.50

自引率

0.00%

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期刊介绍： Journal of Research in Reading provides an international forum for researchers into literacy. It is a refereed journal, principally devoted to reports of empirical studies in reading and related fields, and to informed reviews of relevant literature. The journal welcomes papers researching issues related to the learning, teaching and use of literacy in a variety of contexts; papers on the history and development of literacy; papers about policy and strategy for literacy as related to children and adults. Journal of Research in Reading encourages papers within any research paradigm and from researchers in any relevant field such as anthropology, cultural studies, education, history of education, language and linguistics, philosophy, psychology and sociology.

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