Contribution of Vocabulary Knowledge to Reading Comprehension Among Chinese Students: A Meta-Analysis

Frontiers in Psychology

article

Yang Dong¹  Yi Tang²  Bonnie Wing-Yin Chow¹  Weisha Wang³  Wei-Yang Dong⁴ 

[1] Department of Social and Behavioural Sciences, City University of Hong Kong;School of Economics and Management, China University of Petroleum;Faculty of Social Sciences, Southampton Business School, University of Southampton, United Kingdom;Department of Asian Policy Studies, The Education University of Hong Kong

关键词: vocabulary knowledge;    reading comprehension;    reading stage;    education stage;    information gap;    Chinese students;   

DOI  :  10.3389/fpsyg.2020.525369

学科分类：社会科学、人文和艺术（综合）

来源: Frontiers

【 摘 要 】

This study investigated the correlation between vocabulary knowledge and reading comprehension. To address the correlation picture under Chinese logographical scripts, the researchers investigated the potential explanation for the correlation via Reading Stage, Information Gap, Content-based Approach, and Cognition and Creativity Theory approaches. This study undertook a meta-analysis to synthesize 89 independent samples from primary school stage to Master's degree stage. Results showed the correlation picture as an inverted U-shape, supporting the idea that vocabulary knowledge contributed a large proportion of variance on text comprehension and might also support the independent hypothesis of the impact of vocabulary knowledge on reading comprehension. In each education stage, the correlation between vocabulary knowledge and reading comprehension was independent in that it did not interact with any significant moderators. This study informed that the vocabulary knowledge not only determined text comprehension progress through facial semantic meaning identification but also suggested that the coordinate development of vocabulary knowledge, grammatical knowledge, and inference would be better in complexity comprehension task performance.

【 授权许可】

CC BY