Psychological Development and Education ›› 2003, Vol. 19 ›› Issue (1): 37-43.

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Structure Model of Chinese Reading Abilities and Its correlates

MENG Xiang-zhi1, LIU Hong-yun2, ZHOU Xiao-lin1, MENG Qing-mao2   

  1. 1. Department of Psychology, Peking University 100871;
    2. Department of Psychology, Beijing Normal University 100875, China
  • Online:2003-01-15 Published:2003-01-15

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Abstract: This study invest igated Chinese children's reading abilities and its relations with related factors.Reliability and viability was analyzed using confirmatory factor analysis.Structure model analysis found that character recognition has influences on written language comprehension and writing skills,meanwhile the latter two have significant influences on written laguage expression.Family reading background has influences on oral language ability and character recognition,oral language ability has influences on meaning comprehension and character recognition,basic perceptual processing has influences on oral language and character recognition,motor skills influences written skills.These results indicate that character recognition,written skills and meaning comprehension all has influences on written expression.Oral language ability,family reading background,basic perceptual processing and motor skills have influences on reading's different component.Age and sex characteristics are also analyzed.

Key words: reading ability, confirmatory factor analysis, structure model, questionnaire

CLC Number: 

  • G447
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