The Relationship between SES and Reading Comprehension in Chinese: A Mediation Model

Frontiers in Psychology
Yahua Cheng, Xinchun Wu

Abstract

An increasing body of research provides evidence that socioeconomic status (SES) was significantly related to children's reading development; however, the psychological mechanism underlying the association between them remained an open question. The present study is designed to test the hypothesized three-path effect of vocabulary knowledge and morphological awareness as mediators between SES and sentence reading comprehension in Chinese first-graders. Results of mediation model showed that SES exerted its effect on sentence reading comprehension through the indirect path via the simple mediating effect of morphological awareness and the three-path mediating effect of vocabulary knowledge and morphological awareness. The findings highlight a previously unidentified mechanism of the relationship between SES and reading comprehension in Chinese young children.

References

Dec 26, 2001·Annual Review of Psychology·Robert H Bradley, Robert F Corwyn
Aug 15, 2006·Annual Review of Psychology·Rand D Conger, M Brent Donnellan
Jun 4, 2013·Journal of Child Psychology and Psychiatry, and Allied Disciplines·Sara A HartJeanette Taylor

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Citations

Jul 14, 2020·The British Journal of Educational Psychology·Mengge YanHong Li
Apr 10, 2021·Research in Developmental Disabilities·Ying Zhao, Xinchun Wu

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Software Mentioned

SPSS
Mplus

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