Psychological Development and Education ›› 2024, Vol. 40 ›› Issue (2): 207-214.doi: 10.16187/j.cnki.issn1001-4918.2024.02.07

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Effects of Vocabulary Type and Reading Ability on Reading Comprehension Monitoring in First Grade Pupils

SHI Mengmeng1,2, REN Guiqin1, SUN Junhong3, ZHANG Xinxing3   

  1. 1. College of Psychology, Liaoning Normal University, Dalian 116029;
    2. Faculty of Education, Henan Normal University, Xinxiang 453007;
    3. Zhengzhou Airport Linghang School, Zhengzhou 451162
  • Published:2024-03-18

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Abstract: In order to explore the influence of vocabulary type and reading ability on reading comprehension monitoring, we recruited first grade of primary school pupils to complete two experiments with error detection paradigm. The participants were divided into two groups: high reading ability group and low reading ability group. Results from the two experiments and the comprehensive analysis suggested that the monitoring accuracy varied significantly for different types of vocabulary. To be specific, the monitoring accuracy of homophones and homographs were significantly lower than that of same and totally different word groups; there was no significant difference of reaction time among the three types of vocabulary. Moreover, in both experiment 1 and experiment 2, the monitoring accuracy and reaction time of children with high reading ability in the three types of vocabulary were significantly better than that of children with low reading ability. This study revealed characteristics of the performance of first grade pupils in reading comprehension monitoring. It was concluded that the phonological or graphic features of Chinese characters and children’s reading ability greatly affected the cognitive process of children in reading comprehension monitoring. The above findings tend to support situation model.

Key words: children, reading comprehension monitoring, reading ability, vocabulary type, the error detection paradigm

CLC Number: 

  • G442
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