Understanding the English Reading Comprehension of Chinese University Students Based on the Simple View of Reading.
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| Title: | Understanding the English Reading Comprehension of Chinese University Students Based on the Simple View of Reading. |
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| Authors: | Xu, Qinfang (AUTHOR), Zhang, Zhigang (AUTHOR) |
| Source: | Journal of Experimental Education. 2026, Vol. 94 Issue 2, p205-216. 12p. |
| Subjects: | Reading comprehension, Reading, Decoding algorithms, Chinese-speaking students, Second language acquisition |
| Abstract: | This study examined the role of word-level reading skills (decoding) and language comprehension in English as a second language reading comprehension. A total of 167 Chinese second-year undergraduates participated in the study, and 44 poor readers and 47 typical readers were screened and compared for their performance on tests of English reading and reading-related cognitive skills. The results showed that (1) poor readers scored significantly lower than typical readers in word reading and listening comprehension, but they were comparable in terms of phoneme segmentation, rapid letter naming and reading fluency; (2) word reading and listening comprehension accounted for 42% of the variance in reading comprehension, with independent contributions in regression analysis; and (3) word reading was significantly correlated with phonological knowledge and rapid letter naming for university students. Therefore, variations in the English reading of Chinese university students could be explained by the framework of the simple view of reading (SVR) model, and implications of the study are considered. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | This study examined the role of word-level reading skills (decoding) and language comprehension in English as a second language reading comprehension. A total of 167 Chinese second-year undergraduates participated in the study, and 44 poor readers and 47 typical readers were screened and compared for their performance on tests of English reading and reading-related cognitive skills. The results showed that (1) poor readers scored significantly lower than typical readers in word reading and listening comprehension, but they were comparable in terms of phoneme segmentation, rapid letter naming and reading fluency; (2) word reading and listening comprehension accounted for 42% of the variance in reading comprehension, with independent contributions in regression analysis; and (3) word reading was significantly correlated with phonological knowledge and rapid letter naming for university students. Therefore, variations in the English reading of Chinese university students could be explained by the framework of the simple view of reading (SVR) model, and implications of the study are considered. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00220973 |
| DOI: | 10.1080/00220973.2024.2306385 |
