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Lookup NU author(s): Dr Weisha Wang
This work is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0).
Metalinguistic knowledge has a facilitative effect on reading comprehension. This meta-analysis examined the relationship between metalinguistic knowledge and reading comprehension among Chinese students. By focusing on both Chinese and English scripts' reading comprehension performance, this study synthesized 46 studies with 73 independent samples that represented 10,793 Chinese students from primary school to university levels. We found that in both Chinese and English scripts' reading, morphological awareness had the strongest correlation with reading comprehension, whereas both phonological awareness and orthographical skill had a similar medium correlation with reading comprehension. All three metalinguistic knowledge, which was not significantly influenced by the selected moderators of grade group, area, language type, and assessment, had an independent correlation with reading comprehension. The results suggested that reading stages did not significantly impact the function of metalinguistic knowledge on both Chinese and English scripts' reading comprehension for Chinese students. In addition, for Chinese students, morphological awareness plays a more important role than phonological awareness and orthographical skill in both Chinese and English scripts' reading comprehension.
Author(s): Dong Y, Peng S, Sun Y, Wu S, Wang W
Publication type: Article
Publication status: Published
Journal: Frontiers in Psychology
Year: 2020
Volume: 10
Online publication date: 05/02/2020
Acceptance date: 23/12/2019
Date deposited: 20/01/2022
ISSN (electronic): 1664-1078
Publisher: Frontiers Media SA
URL: https://doi.org/10.3389/fpsyg.2019.03037
DOI: 10.3389/fpsyg.2019.03037
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