NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1138476
Record Type: Journal
Publication Date: 2017-May
Pages: 20
Abstractor: As Provided
ISSN: ISSN-0922-4777
Relationships between Reading Comprehension and Its Components in Young Chinese-as-a-Second-Language Learners
Wong, Yu Ka
Reading and Writing: An Interdisciplinary Journal, v30 n5 p969-988 May 2017
Based on the Simple View of Reading model, this study examines the relationships among Chinese reading comprehension and its two componential processes, Chinese character reading and listening comprehension, in young learners of Chinese as a second language (CSL) using a longitudinal design. Using relevant measures, a sample of 142 senior primary ethnic minority students in Hong Kong was assessed twice a year. The results of regression analyses showed that character reading and listening comprehension could together account for a significant portion of the variance in reading comprehension at grades 4 and 5 both concurrently and predictively. Subsequently, a trivariate, cross-lagged path model was specified to evaluate the relationships among these variables after controlling for their autoregressive effects. The study identifies statistically significant and unique contributions of character reading and listening comprehension to reading comprehension; further, it finds reciprocal relationships between reading comprehension and its componential processes. Moreover, the two componential processes themselves are significantly related across grades 4 and 5. Apart from supporting the predictive influence of character reading and listening comprehension on reading comprehension, the findings of this study reveal how Chinese language comprehension and literacy development are interrelated in young CSL learners.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong
Grant or Contract Numbers: N/A