Contribution of vocabulary knowledge to reading comprehension among Chinese students: A meta-analysis
Contribution of vocabulary knowledge to reading comprehension among Chinese students: A meta-analysis
This study investigated the correlation between vocabulary knowledge and reading comprehension. To address the correlation picture under Chinese logographical scripts, the researchers investigated the potential explanation for the correlation via Reading Stage, Information Gap, Content-based Approach, and Cognition and Creativity Theory approaches. This study undertook a meta-analysis to synthesize 89 independent samples from primary school stage to Master's degree stage. Results showed the correlation picture as an inverted U-shape, supporting the idea that vocabulary knowledge contributed a large proportion of variance on text comprehension and might also support the independent hypothesis of the impact of vocabulary knowledge on reading comprehension. In each education stage, the correlation between vocabulary knowledge and reading comprehension was independent in that it did not interact with any significant moderators. This study informed that the vocabulary knowledge not only determined text comprehension progress through facial semantic meaning identification but also suggested that the coordinate development of vocabulary knowledge, grammatical knowledge, and inference would be better in complexity comprehension task performance.
Chinese students, education stage, information gap, reading comprehension, reading stage, vocabulary knowledge
Dong, Yang
25c142a2-0f3e-4d4c-86c5-f081281fcd9c
Tang, Yi
b7644f5b-f661-45cc-a146-a10f4541aaa2
Chow, Bonnie Wing-Yin
47a25f88-e449-4f0a-90bd-2443c4b547cb
Wang, Weisha
3b06920a-f578-41b8-a356-7e2da53d3bf6
Dong, Wei-Yang
6c45eceb-577f-4e28-80e4-95cf449ae27e
2 October 2020
Dong, Yang
25c142a2-0f3e-4d4c-86c5-f081281fcd9c
Tang, Yi
b7644f5b-f661-45cc-a146-a10f4541aaa2
Chow, Bonnie Wing-Yin
47a25f88-e449-4f0a-90bd-2443c4b547cb
Wang, Weisha
3b06920a-f578-41b8-a356-7e2da53d3bf6
Dong, Wei-Yang
6c45eceb-577f-4e28-80e4-95cf449ae27e
Dong, Yang, Tang, Yi, Chow, Bonnie Wing-Yin, Wang, Weisha and Dong, Wei-Yang
(2020)
Contribution of vocabulary knowledge to reading comprehension among Chinese students: A meta-analysis.
Frontiers in Psychology, 11, [525369].
(doi:10.3389/fpsyg.2020.525369).
Abstract
This study investigated the correlation between vocabulary knowledge and reading comprehension. To address the correlation picture under Chinese logographical scripts, the researchers investigated the potential explanation for the correlation via Reading Stage, Information Gap, Content-based Approach, and Cognition and Creativity Theory approaches. This study undertook a meta-analysis to synthesize 89 independent samples from primary school stage to Master's degree stage. Results showed the correlation picture as an inverted U-shape, supporting the idea that vocabulary knowledge contributed a large proportion of variance on text comprehension and might also support the independent hypothesis of the impact of vocabulary knowledge on reading comprehension. In each education stage, the correlation between vocabulary knowledge and reading comprehension was independent in that it did not interact with any significant moderators. This study informed that the vocabulary knowledge not only determined text comprehension progress through facial semantic meaning identification but also suggested that the coordinate development of vocabulary knowledge, grammatical knowledge, and inference would be better in complexity comprehension task performance.
Text
Manuscript_Contribution of Vocabulary Knowledge to Reading Comprehension among Chinese Students A Meta-analysis
- Accepted Manuscript
More information
Accepted/In Press date: 19 August 2020
e-pub ahead of print date: 2 October 2020
Published date: 2 October 2020
Additional Information:
Funding Information:
The work described in this paper was supported by a grant from the Research Grants Council of the Hong Kong Special Administrative Region, China (CityU 11619816).
Publisher Copyright:
© Copyright © 2020 Dong, Tang, Chow, Wang and Dong.
Keywords:
Chinese students, education stage, information gap, reading comprehension, reading stage, vocabulary knowledge
Identifiers
Local EPrints ID: 443539
URI: http://eprints.soton.ac.uk/id/eprint/443539
ISSN: 1664-1078
PURE UUID: 24cae4e6-2850-476b-8d64-d176b84fe524
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Date deposited: 28 Aug 2020 16:31
Last modified: 06 Jun 2024 04:13
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Contributors
Author:
Yang Dong
Author:
Yi Tang
Author:
Bonnie Wing-Yin Chow
Author:
Weisha Wang
Author:
Wei-Yang Dong
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