How does spelling contribute to reading comprehension in Chinese beginning readers? Testing the mediating role of word reading fluency

IF 2 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading Pub Date : 2023-08-23 DOI:10.1111/1467-9817.12434

Ying Zhao, Xinchun Wu, Liping Li

{"title":"How does spelling contribute to reading comprehension in Chinese beginning readers? Testing the mediating role of word reading fluency","authors":"Ying Zhao, Xinchun Wu, Liping Li","doi":"10.1111/1467-9817.12434","DOIUrl":null,"url":null,"abstract":"<div>\n \n <section>\n \n <h3> Background</h3>\n \n <p>Spelling is a prevalent strategy to teach children to read. However, research on the mechanism underlying the contribution of spelling to reading comprehension in Chinese children is limited.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>The primary aim of this study was to investigate the concurrent and longitudinal associations between spelling and reading comprehension and further test the mediating role of word reading fluency with 127 Chinese children (<i>M</i><sub>age</sub> = 76.01 months). Children were required to perform the tasks of nonverbal intelligence, expressive vocabulary, morphological awareness, phonological awareness, orthographic awareness, spelling, word reading fluency and reading comprehension at Grade 1. Then, reading comprehension was measured again 1 year later at Grade 2. The concurrent and longitudinal mediation models were fitted to the data by structural equation modelling.</p>\n </section>\n \n <section>\n \n <h3> Results</h3>\n \n <p>The results showed that spelling was related to reading comprehension concurrently, and it predicted reading comprehension 1 year later while controlling for nonverbal intelligence, age, expressive vocabulary, metalinguistic awareness and the autoregressive effect of reading comprehension. Moreover, word reading fluency played mediating roles in the influence of spelling on reading comprehension in the concurrent and longitudinal models.</p>\n </section>\n \n <section>\n \n <h3> Conclusions</h3>\n \n <p>These findings provided evidence that spelling is an important factor of reading comprehension and shed light on the nature of this association, highlighting the role of word reading fluency in linking spelling and Chinese children's reading comprehension.</p>\n </section>\n </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"46 4","pages":"393-410"},"PeriodicalIF":2.0000,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Research in Reading","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/1467-9817.12434","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

Abstract

Background

Spelling is a prevalent strategy to teach children to read. However, research on the mechanism underlying the contribution of spelling to reading comprehension in Chinese children is limited.

Methods

The primary aim of this study was to investigate the concurrent and longitudinal associations between spelling and reading comprehension and further test the mediating role of word reading fluency with 127 Chinese children (M_age = 76.01 months). Children were required to perform the tasks of nonverbal intelligence, expressive vocabulary, morphological awareness, phonological awareness, orthographic awareness, spelling, word reading fluency and reading comprehension at Grade 1. Then, reading comprehension was measured again 1 year later at Grade 2. The concurrent and longitudinal mediation models were fitted to the data by structural equation modelling.

Results

The results showed that spelling was related to reading comprehension concurrently, and it predicted reading comprehension 1 year later while controlling for nonverbal intelligence, age, expressive vocabulary, metalinguistic awareness and the autoregressive effect of reading comprehension. Moreover, word reading fluency played mediating roles in the influence of spelling on reading comprehension in the concurrent and longitudinal models.

Conclusions

These findings provided evidence that spelling is an important factor of reading comprehension and shed light on the nature of this association, highlighting the role of word reading fluency in linking spelling and Chinese children's reading comprehension.

查看原文本刊更多论文

拼写对初学中文的读者的阅读理解有何帮助？单词阅读流利性的中介作用测试

拼写是教孩子阅读的一种普遍策略。然而，关于拼写对中国儿童阅读理解的作用机制的研究还很有限。本研究的主要目的是调查拼写和阅读理解之间的并发和纵向关联，并进一步测试127名中国儿童（Mage=76.01个月）单词阅读流利性的中介作用，一年级时的正字法意识、拼写、单词阅读流畅性和阅读理解能力。然后，一年后在二年级再次测量阅读理解能力。并行和纵向中介模型通过结构方程建模与数据拟合。结果表明，拼写与阅读理解同时相关，它预测了一年后的阅读理解，同时控制了非语言智力、年龄、表达词汇、元语言意识和阅读理解的自回归效应。此外，在平行和纵向模型中，单词阅读流利性在拼写对阅读理解的影响中起着中介作用。这些发现提供了证据，证明拼写是阅读理解的一个重要因素，并揭示了这种联系的性质，突出了单词阅读流畅性在拼写和中国儿童阅读理解之间的联系中的作用。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Journal of Research in Reading Multiple-

CiteScore

4.50

自引率

0.00%

发文量

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.