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Teacher-Assessed Linguistic and Social Abilities in Chinese Children's Reading Acquisition: A Longitudinal Study.
- Source :
-
Journal of Genetic Psychology . Jul/Aug2024, Vol. 185 Issue 4, p297-307. 11p. - Publication Year :
- 2024
-
Abstract
- The study explored the relationship between teacher assessments of students' general language-cognitive and social-emotional abilities and Chinese children's reading development over an academic year. A series of reading measures (including reading vocabulary, reading comprehension, and lexical inferencing ability) were administered to Chinese-speaking second graders (N = 123) across time. Meanwhile, their six head teachers and assistant head teachers were asked to complete assessments of their language-cognitive and social-emotional abilities prior to the first data collection. By utilizing multivariate analyses, the results demonstrated that teacher-assessed linguistic and social abilities contributed to children's reading abilities within and across time after autoregressive effects were controlled for. More specifically, language and cognitive abilities made a more salient contribution to reading performance over time. The study suggests that teacher assessments could have diagnostic and preventive functions for enhancing sustainable reading development among Chinese elementary-age students. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 00221325
- Volume :
- 185
- Issue :
- 4
- Database :
- Academic Search Index
- Journal :
- Journal of Genetic Psychology
- Publication Type :
- Academic Journal
- Accession number :
- 178024485
- Full Text :
- https://doi.org/10.1080/00221325.2023.2284924