Memory, Print Exposure, and Metacognition: Components of Reading in Chinese Children
Year: 1995
Type: article
Study design: Observational Study
Abstract: This study examined the relative contributions of visual and verbal memory, metacognition about reading, and print exposure to reading comprehension among 100 Chinese fifth graders. The four concurrently measured componential skills were substantially associated with reading comprehension and reliably distinguished between good and poor readers. In a hierarchical regression, after controlling for the effects of verbal intelligence, both verbal and visual memory abilities predicted unique variance in reading comprehension. The distinctness of each memory skill underscores the existence of two unique memory processes in Chinese reading. Future research should examine the longitudinal contributions of these cognitive abilities to reading comprehension.
Authors: Catherine McBride‐Chang, Lei Chang
Institutions: Florida State University, University of Central Florida
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1997487064