Teacher-Assessed Linguistic and Social Abilities in Chinese Children's Reading Acquisition: A Longitudinal Study.

IF 1.7 4区 心理学 Q3 PSYCHOLOGY
Journal of Genetic Psychology Pub Date : 2024-07-01 Epub Date: 2023-11-28 DOI:10.1080/00221325.2023.2284924
Haomin Zhang, Yue Jiang, Zhaohan Xu, Song Yin
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引用次数: 0

Abstract

The study explored the relationship between teacher assessments of students' general language-cognitive and social-emotional abilities and Chinese children's reading development over an academic year. A series of reading measures (including reading vocabulary, reading comprehension, and lexical inferencing ability) were administered to Chinese-speaking second graders (N = 123) across time. Meanwhile, their six head teachers and assistant head teachers were asked to complete assessments of their language-cognitive and social-emotional abilities prior to the first data collection. By utilizing multivariate analyses, the results demonstrated that teacher-assessed linguistic and social abilities contributed to children's reading abilities within and across time after autoregressive effects were controlled for. More specifically, language and cognitive abilities made a more salient contribution to reading performance over time. The study suggests that teacher assessments could have diagnostic and preventive functions for enhancing sustainable reading development among Chinese elementary-age students.

中国儿童阅读习得中教师评价的语言和社会能力:一项纵向研究。
本研究探讨了教师在一学年期间对学生一般语言认知能力和社会情感能力的评价与中国儿童阅读发展的关系。对123名二年级中文学生进行了一系列的阅读测试(包括阅读词汇量、阅读理解和词汇推理能力)。同时,他们的六位校长和助理校长被要求在第一次数据收集之前完成对他们的语言认知和社会情感能力的评估。通过多变量分析,结果表明,在控制了自回归效应后,教师评估的语言和社会能力对儿童的阅读能力有影响。更具体地说,随着时间的推移,语言和认知能力对阅读表现的影响更为显著。本研究表明,教师评价对促进中国小学生的可持续阅读发展具有诊断和预防作用。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
2.80
自引率
0.00%
发文量
40
审稿时长
>12 weeks
期刊介绍: The Journal of Genetic Psychology is devoted to research and theory in the field of developmental psychology. It encompasses a life-span approach, so in addition to manuscripts devoted to infancy, childhood, and adolescence, articles on adulthood and aging are also published. We accept submissions in the area of educational psychology as long as they are developmental in nature. Submissions in cross cultural psychology are accepted, but they must add to our understanding of human development in a comparative global context. Applied, descriptive, and qualitative articles are occasionally accepted, as are replications and refinements submitted as brief reports. The review process for all submissions to The Journal of Genetic Psychology consists of double blind review.
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