Comprehension of quantifier sentences in poor readers with different levels of arithmetic proficiency

Reading and Writing - Tập 36 - Trang 2199-2220 - 2022
Yang Dong1, Bonnie Wing-Yin Chow2, Jianhong Mo3, Hao-Yuan Zheng4, Sammy Xiao-Ying Wu5, Jie Yang1
1Hainan University, Department of English, Haikou, China
2Division of Psychology and Language Sciences, University College London, London, England
3The Chinese University of Hong Kong, Department of Psychology, Hong Kong, China
4Guangzhou Huashang College, Guangzhou, China
5New York University, New York, United States

Tóm tắt

This study compared the sentence hyperbole comprehension performance of Chinese poor readers with various levels of arithmetic proficiency. A total of 168 Chinese poor readers in Grade 1 were recruited, and their nonverbal intelligence, verbal working memory, Chinese receptive vocabulary, Chinese grammatical knowledge, character reading and morphological awareness were controlled. The reaction times of these students in correctly answering literal and inferential questions was selected for further comparison. Results of a mixed-effect model analysis show that the participants with good and poor arithmetic proficiency levels demonstrated similar levels of literal information comprehension, regardless of the presentation form of the quantifier construction that was built by the quantifier location of the sentences, the number of numeric characters in a single quantifier and the hyperbole function applied in the sentence quantifier. Students with good arithmetic proficiency also demonstrated faster response in comprehending quantifier inferential information. Primary school students with good arithmetic proficiency outperformed those with poor proficiency in the inferential reading of verbal numeric information. In addition, differences in arithmetic proficiency did not significantly affect the students’ word/character semantic representation cognition and shallow literal information processing. Overall, the results distinguish the interaction and independent numerical information processes at the literal and inferential levels of text quantifier comprehension for young primary school students with poor reading proficiency.

Tài liệu tham khảo

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