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Memory, Print Exposure, and Metacognition: Components of Reading in Chinese Children
Author(s) -
McBrideChang Catherine,
Chang Lei
Publication year - 1995
Publication title -
international journal of psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.75
H-Index - 62
eISSN - 1464-066X
pISSN - 0020-7594
DOI - 10.1080/00207599508246589
Subject(s) - psychology , reading comprehension , reading (process) , cognitive psychology , metacognition , cognition , comprehension , working memory , visual memory , verbal memory , developmental psychology , linguistics , philosophy , neuroscience
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.