Psychological Development and Education ›› 2014, Vol. 30 ›› Issue (3): 284-292.

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The Relationship between Children’s Social Perspective-taking and Story Reading Comprehension：Moderating Effect of Vocabulary

LI Fang, LUO Liang, WANG Wen-jing   

  1. National Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing 100875
  • Online:2014-05-15 Published:2014-05-15

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Abstract: The present research explored the connection between social perspective-taking and story reading comprehension outcomes. One hundred and sixty-one ten-years old (four-grade) children completed a social perspective-taking measure, a story reading comprehension test and a vocabulary scale. Hierarchical regression was used for data analysis, results suggested that: social perspective-taking could predict the overall score of story reading comprehension, and the score of the three of four reading processes at significant level, which include ‘focusing on and retrieving explicitly stated information’, ‘making straightforward inferences’, and ‘examining and evaluating content, language, and textual elements’. But social perspective-taking could not predict the process of ‘interpreting and integrating ideas and information’. Moreover, our results revealed that vocabulary level was a moderator in the relationship between social perspective-taking and story reading comprehension. That is, children who had low level vocabulary, the role social perspective-taking played was more important compared with their peers who have high level vocabulary on the story reading comprehension.

Key words: perspective-taking, vocabulary, reading, comprehension, moderating, effect, children

CLC Number: 

  • G442
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