Psychological Development and Education ›› 2024, Vol. 40 ›› Issue (6): 816-823.doi: 10.16187/j.cnki.issn1001-4918.2024.06.06

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Knowledge of Chinese Character Component of Lower-graders Predicted Character Recognition and Reading Comprehension of Third-graders

FENG Yao1, WANG Jiawen1, SHEN Lanlan1, LI Yixun2, SONG Xueling3, WU Xinchun4,5, LI Hong4, CHEN Wen1, CHENG Yahua6   

  1. 1. Center of Group Behavior and Social Psychological Service, Department of Psychology, Ningbo University, Ningbo 315211;
    2. Department of Early Childhood Education, The Education University of Hong Kong, Hong Kong 999077;
    3. National Education Examinations Authority, Ministry of Education of the People's Republic of China, Beijing 100084;
    4. Beijing Key Laboratory of Applied Experimental Psychology, Research Center of Children's Reading and Learning, Faculty of Psychology, Beijing Normal University, Beijing 100875;
    5. Department of Psychology, Faculty of Arts and Sciences, Beijing Normal University, Zhuhai 519087;
    6. School of Government, Shanghai University of Political Science and Law, Shanghai 201701
  • Published:2024-11-13

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Abstract: The present study aimed to investigate the effects of knowledge of Chinese character component on character recognition and reading comprehension in 123 children from Grades 1 to 3. Hierarchical regression analysis indicated that: (1) Knowledge of Chinese character component in Grades 1 to 3 was a significant predictor of character recognition in Grade 3 after controlling the effects of IQ, vocabulary, and phonological awareness, and the contribution of Grades 2 and 3 is higher than that of Grade 1; (2) Knowledge of Chinese character component in Grade 1 has no unique contribution to reading comprehension in Grade 3, but knowledge of Chinese character component in Grades 2 and 3 has a unique contribution after controlling the effects of IQ, vocabulary, and phonological awareness, and the contribution of Grade 3 is higher than that of Grade 2; (3) Knowledge of Chinese character component still explained variance in reading comprehension after further controlling character recognition. These results underscore the importance of knowledge of Chinese character component for the development of children’s character recognition and reading comprehension, and the contribution of knowledge of Chinese character component to character recognition and reading comprehension changes with development. Specifically, the contribution of knowledge of Chinese character component to reading ability increases across children’s grade.

Key words: knowledge of Chinese character component, character recognition, reading comprehension, Chinese children

CLC Number: 

  • G442
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