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ERIC Number: EJ787144
Record Type: Journal
Publication Date: 2008-Feb
Pages: 15
Abstractor: Author
Reference Count: N/A
ISSN: ISSN-0022-0663
Text Comprehension in Chinese Children: Relative Contribution of Verbal Working Memory, Pseudoword Reading, Rapid Automated Naming, and Onset-Rime Phonological Segmentation
Leong, Che Kan; Tse, Shek Kam; Loh, Ka Yee; Hau, Kit Tai
Journal of Educational Psychology, v100 n1 p135-149 Feb 2008
The present study examined the role of verbal working memory (memory span, tongue twister), 2-character Chinese pseudoword reading, rapid automatized naming (letters, numbers), and phonological segmentation (deletion of rimes and onsets) in inferential text comprehension in Chinese in 518 Chinese children in Hong Kong in Grades 3 to 5. It was hypothesized that verbal working memory, together with a small contribution from the other constructs, would explain individual variation in the children's text comprehension. Structural equation modeling and hierarchical multiple regression analyses generally upheld the hypotheses. Though Chinese pseudoword reading did not play an important mediating role in the effect of verbal working memory on text comprehension, verbal working memory had strong effects on pseudoword reading and text comprehension. The findings on the Chinese language support current Western literature as well as display the differential role of the constructs in Chinese reading comprehension.
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 3; Grade 4; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong