Longitudinal Correlates of Reading Comprehension Difficulties in Chinese Children

Autor/inn/en	Zhang, Juan; McBride-Chang, Catherine; Wong, Anita M.-Y.; Tardif, Twila; Shu, Hua; Zhang, Yuping
Titel	Longitudinal Correlates of Reading Comprehension Difficulties in Chinese Children
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 27 (2014) 3, S.481-501 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-013-9453-4
Schlagwörter	Foreign Countries; Predictor Variables; Reading Comprehension; Reading Difficulties; Children; Word Recognition; Thinking Skills; Mothers; Educational Attainment; Language Skills; Cognitive Ability; Age Differences; Comparative Analysis; Control Groups; Morphology (Languages); Phonological Awareness; Vocabulary; China (Beijing); Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Prädiktor; Leseverstehen; Reading difficulty; Leseschwierigkeit; Child; Kind; Kinder; Worterkennung; Denkfähigkeit; Mother; Mutter; Bildungsabschluss; Bildungsgut; Language skill; Sprachkompetenz; Age; Difference; Age difference; Altersunterschied; Morphology; Morphologie; Wortschatz; Hongkong
Abstract	The present study explored the early predictors of reading comprehension difficulties in Chinese children. We originally recruited 290 Beijing and 154 Hong Kong children and further selected from each sample those (30 from Beijing and 22 from Hong Kong sample) in the lowest 25% on reading comprehension tests across the last two consecutive testing years (Beijing: ages 9 and 10; Hong Kong: ages 8 and 9) as poor comprehenders. These groups were matched to a group of children from the same sample whose reading comprehension was above 30% across the two final years and matched on mothers' education levels, age, nonverbal reasoning at age 4, and Chinese word reading across the same final two consecutive years. We then examined early linguistic/cognitive skills at ages 5-9 that could distinguish the poor and typically developing groups in each city separately. Compared to the control group, poor comprehenders from both samples performed significantly and consistently worse on word reading at early ages, and generally worse on morphological compounding awareness, phonological awareness, and vocabulary knowledge from ages 6 and onwards. In addition, lexical tone sensitivity across ages and grammatical sensitivity (administered at age 5 only) failed to distinguish the two groups for the Beijing sample but did for Hong Kong children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10