Syntactic skills in sentence reading comprehension among Chinese elementary school children |
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| Authors: | Pakey Pui-man Chik Connie Suk-han Ho Pui-sze Yeung David Wai-ock Chan Kevin Kien-hoa Chung Hui Luan Lap-yan Lo and Wendy Suet-yee Lau |
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| Institution: | (1) Department of Curriculum and Instruction, Centre for Learning Study, The Hong Kong Institute of Education, 10 Lo Ping Road, Tai Po, New Territories, Hong Kong;(2) Department of Psychology, The University of Hong Kong, Pokfulam Road, Pokfulam, Hong Kong;(3) Department of Educational Psychology, Faculty of Education, The Chinese University of Hong Kong, Sha Tin, Hong Kong;(4) Department of Special Education and Counselling, The Hong Kong Institute of Education, 10 Lo Ping Road, Tai Po, New Territories, Hong Kong;(5) Faculty of Social Sciences, Psychology Unit, Hong Kong Baptist University, Sha Tin, Hong Kong;(6) Department of Counselling and Psychology, Hong Kong Shue Yan University, 10 Wai Tsui Crescent, Braemar Hill, North Point, Hong Kong;(7) Hong Kong, China |
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| Abstract: | The present study examined the role of syntactic skills for reading comprehension in Chinese. Two hundred and seventy-two
Chinese children were tested on their phonological processing, orthographic, morphological, syntactic, and literacy skills
at Grades 1 and 2. Hierarchical multiple regression results showed that syntactic skills, in terms of word order, connective
usage, and knowledge of morphosyntactic structure (measured by an oral cloze task) in Grade 1, significantly predicted sentence
reading comprehension in Grade 2 after controlling for the children’s age, IQ, and word level reading-related cognitive skills
in Grade 1, and word reading in Grade 2. As in alphabetic languages, syntactic skills are essential for reading comprehension
in Chinese. The unique roles of individual syntactic skills for understanding sentences in Chinese are discussed. |
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