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Direct linkHaolan Wang; Ying Zhao; Hongjun Chen; Xinchun Wu; Peng Sun; Yi Zhao – Journal of Educational Psychology, 2024
This study aimed to examine the unique longitudinal role of theory of mind (ToM) on reading comprehension among primary school children, while controlling for other influencing factors. It also examined how this impact varies by grade, text genre, and processing level. A sample of 430 Chinese children in Grades 2, 4, and 6 was observed over a…
Descriptors: Elementary School Students, Theory of Mind, Reading Comprehension, Foreign Countries
Wenxiu Zhang; Peng Peng; Chanjuan Peng; Liang Zhang; Yan Wang – Reading and Writing: An Interdisciplinary Journal, 2025
This study aimed to investigate the meta-linguistic and executive function profile for different subtypes of reading difficulties (RD) among upper-elementary students. Based on 1,112 third- to fifth-grade Chinese-speaking children, we identified 72 with decoding difficulties (DD), 74 with comprehension difficulties (CD), and 29…
Descriptors: Metalinguistics, Executive Function, Profiles, Children
Liu, Catrina; Chung, Kevin Kien Hoa – Early Education and Development, 2022
Research Findings: This study investigated the bidirectional relations among paired associate learning (PAL), language-specific skills and Chinese word reading in kindergarten children from second year (K2) to third year (K3). We tested 204 children on four mapping conditions of PAL (i.e., visual-verbal, verbal-verbal, visual-visual, and…
Descriptors: Kindergarten, Young Children, Foreign Countries, Paired Associate Learning
