Comprehension of Quantifier Sentences in Poor Readers with Different Levels of Arithmetic Proficiency

Autor/inn/en	Dong, Yang; Chow, Bonnie Wing-Yin; Mo, Jianhong; Zheng, Hao-Yuan; Wu, Sammy Xiao-Ying; Yang, Jie
Titel	Comprehension of Quantifier Sentences in Poor Readers with Different Levels of Arithmetic Proficiency
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 36 (2023) 8, S.2199-2220 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-022-10344-9
Schlagwörter	Foreign Countries; Sentences; Reading Comprehension; Reading Difficulties; Mathematics Skills; Arithmetic; Elementary School Students; Grade 1; Intelligence; Short Term Memory; Receptive Language; Chinese; Grammar; Morphology (Languages); Reaction Time; Inferences; Semantics; China + Suchen Sie Ihr Suchwort? Ausland; Sentence analysis; Satzanalyse; Leseverstehen; Reading difficulty; Leseschwierigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Addition; Arithmetik; Arithmetikunterricht; Rechnen; School year 01; 1. Schuljahr; Schuljahr 01; Intelligenz; Klugheit; Kurzzeitgedächtnis; Rezeptive Kommunikationsfähigkeit; China; Chinesen; Grammatik; Morphology; Morphologie; Reaktionsvermögen; Inference; Inferenz; Semantik
Abstract	This study compared the sentence hyperbole comprehension performance of Chinese poor readers with various levels of arithmetic proficiency. A total of 168 Chinese poor readers in Grade 1 were recruited, and their nonverbal intelligence, verbal working memory, Chinese receptive vocabulary, Chinese grammatical knowledge, character reading and morphological awareness were controlled. The reaction times of these students in correctly answering literal and inferential questions was selected for further comparison. Results of a mixed-effect model analysis show that the participants with good and poor arithmetic proficiency levels demonstrated similar levels of literal information comprehension, regardless of the presentation form of the quantifier construction that was built by the quantifier location of the sentences, the number of numeric characters in a single quantifier and the hyperbole function applied in the sentence quantifier. Students with good arithmetic proficiency also demonstrated faster response in comprehending quantifier inferential information. Primary school students with good arithmetic proficiency outperformed those with poor proficiency in the inferential reading of verbal numeric information. In addition, differences in arithmetic proficiency did not significantly affect the students' word/character semantic representation cognition and shallow literal information processing. Overall, the results distinguish the interaction and independent numerical information processes at the literal and inferential levels of text quantifier comprehension for young primary school students with poor reading proficiency. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01