The developmental trajectory of oral vocabulary knowledge and its predictive effects on reading abilities among Chinese primary school students: A latent growth model

doi:10.3724/SP.J.1041.2023.01074

Acta Psychologica Sinica ›› 2023, Vol. 55 ›› Issue (7): 1074-1086.doi: 10.3724/SP.J.1041.2023.01074

• Reports of Empirical Studies • Previous Articles Next Articles

The developmental trajectory of oral vocabulary knowledge and its predictive effects on reading abilities among Chinese primary school students: A latent growth model

CHENG Yahua¹, FENG Yao², LI Yixun³, MA Jiaqi², SHEN Lanlan², ZHANG Wenjian², WU Xinchun⁴^,⁵, FENG Qiudi⁶()

¹School of Government, Shanghai University of Political Science and Law, Shanghai 201701, China
²Center of Group Behavior and Social Psychological Service, Department of Psychology, Ningbo University, Ningbo 315211, China
³Department of Early Childhood Education, The Education University of Hong Kong, Hong Kong 999077, China
⁴Institute of Children’s Reading and Learning, Beijing Key Laboratory of Applied Experimental Psychology, Faculty of Psychology, Beijing Normal University, Beijing 100875, China
⁵School of Applied Psychology, Beijing Normal University at Zhuhai, Zhuhai 519087, China
⁶School of Policing Studies, Shanghai University of Political Science and Law, Shanghai 201701, China

Published:2023-07-25 Online:2023-04-21
Contact: FENG Qiudi E-mail:fengqiudi@foxmail.com

Knowledge

Abstract

Key words: oral vocabulary knowledge, reading accuracy, reading fluency, reading comprehension, latent growth modeling

Cite this article

CHENG Yahua, FENG Yao, LI Yixun, MA Jiaqi, SHEN Lanlan, ZHANG Wenjian, WU Xinchun, FENG Qiudi. (2023). The developmental trajectory of oral vocabulary knowledge and its predictive effects on reading abilities among Chinese primary school students: A latent growth model. Acta Psychologica Sinica, 55(7), 1074-1086.

share this article

0
/ / Recommend

Add to citation manager EndNote|Ris|BibTeX

URL: https://journal.psych.ac.cn/acps/EN/10.3724/SP.J.1041.2023.01074

https://journal.psych.ac.cn/acps/EN/Y2023/V55/I7/1074

Figures/Tables 2

Table 1 Means, standard deviations, and the Pearson correlations among all variables

Variable	M	SD	1	2	3	4	5	6	7	8	9	10	11	12	13	14	15
1. T1 vocabulary knowledge	8.62	5.14	1
2. T2 vocabulary knowledge	10.69	5.74	0.71^**	1
3. T3 vocabulary knowledge	13.51	6.36	0.64^**	0.67^**	1
4. T4 vocabulary knowledge	14.81	6.39	0.55^**	0.50^**	0.62^**	1
5. T5 vocabulary knowledge	19.86	6.62	0.58^**	0.59^**	0.66^**	0.68^**	1
6. T6 vocabulary knowledge	23.57	7.55	0.50^**	0.54^*	0.62^**	0.58^**	0.70^**	1
7. T7 vocabulary knowledge	29.31	7.36	0.45^**	0.49^**	0.57^**	0.49^**	0.65^**	0.67^**	1
8. T8 vocabulary knowledge	32.58	7.10	0.53^**	0.51^**	0.62^**	0.52^**	0.55^**	0.71^**	0.72^**	1
9. T8 reading accuracy	128.20	8.77	0.44^**	0.47^**	0.43^**	0.41^**	0.47^**	0.60^**	0.52^**	0.60^**	1
10. T8 reading fluency	1224.04	356.89	0.35^**	0.38^**	0.40^**	0.38^**	0.41^**	0.46^**	0.42^**	0.46^**	0.46^**	1
11. T8 reading comprehension	30.71	6.76	0.42^**	0.44^**	0.47^**	0.41^**	0.49^**	0.61^**	0.54^**	0.62^**	0.60^**	0.50^**	1
12. T1 non-verbal IQ	28.06	9.31	0.40^**	0.37^**	0.35^**	0.31^**	0.37^**	0.29^**	0.27^**	0.34^**	0.32^**	0.36^**	0.34^**	1
13. T1 phonological awareness	6.05	3.83	0.29^**	0.25^**	0.20^*	0.32^**	0.28^**	0.22^*	0.18	0.19^*	0.35^**	0.24^**	0.27^**	0.18^*	1
14. T1 rapid automatized naming	15.71	5.17	?0.10	?0.22^**	?0.18^*	?0.22^*	?0.20^*	?0.27^**	?0.25^**	?0.18^*	?0.36^**	?0.24^**	?0.15	?0.03	?0.18^*	1
15. T1 morphological awareness	9.57	8.97	0.42^**	0.40^**	0.47^**	0.33^**	0.39^**	0.37^**	0.33^**	0.37^**	0.32^**	0.33^**	0.33^**	0.28^**	0.14	?0.15	1
16. T1 orthographic awareness	25.80	8.74	0.25^**	0.20^*	0.17	0.18^*	0.22^*	0.23^*	0.20^*	0.19^*	0.20^*	0.27^**	0.21^*	0.29^**	0.11	?0.06	0.12

Table 1 Means, standard deviations, and the Pearson correlations among all variables

Variable	M	SD	1	2	3	4	5	6	7	8	9	10	11	12	13	14	15
1. T1 vocabulary knowledge	8.62	5.14	1
2. T2 vocabulary knowledge	10.69	5.74	0.71^**	1
3. T3 vocabulary knowledge	13.51	6.36	0.64^**	0.67^**	1
4. T4 vocabulary knowledge	14.81	6.39	0.55^**	0.50^**	0.62^**	1
5. T5 vocabulary knowledge	19.86	6.62	0.58^**	0.59^**	0.66^**	0.68^**	1
6. T6 vocabulary knowledge	23.57	7.55	0.50^**	0.54^*	0.62^**	0.58^**	0.70^**	1
7. T7 vocabulary knowledge	29.31	7.36	0.45^**	0.49^**	0.57^**	0.49^**	0.65^**	0.67^**	1
8. T8 vocabulary knowledge	32.58	7.10	0.53^**	0.51^**	0.62^**	0.52^**	0.55^**	0.71^**	0.72^**	1
9. T8 reading accuracy	128.20	8.77	0.44^**	0.47^**	0.43^**	0.41^**	0.47^**	0.60^**	0.52^**	0.60^**	1
10. T8 reading fluency	1224.04	356.89	0.35^**	0.38^**	0.40^**	0.38^**	0.41^**	0.46^**	0.42^**	0.46^**	0.46^**	1
11. T8 reading comprehension	30.71	6.76	0.42^**	0.44^**	0.47^**	0.41^**	0.49^**	0.61^**	0.54^**	0.62^**	0.60^**	0.50^**	1
12. T1 non-verbal IQ	28.06	9.31	0.40^**	0.37^**	0.35^**	0.31^**	0.37^**	0.29^**	0.27^**	0.34^**	0.32^**	0.36^**	0.34^**	1
13. T1 phonological awareness	6.05	3.83	0.29^**	0.25^**	0.20^*	0.32^**	0.28^**	0.22^*	0.18	0.19^*	0.35^**	0.24^**	0.27^**	0.18^*	1
14. T1 rapid automatized naming	15.71	5.17	?0.10	?0.22^**	?0.18^*	?0.22^*	?0.20^*	?0.27^**	?0.25^**	?0.18^*	?0.36^**	?0.24^**	?0.15	?0.03	?0.18^*	1
15. T1 morphological awareness	9.57	8.97	0.42^**	0.40^**	0.47^**	0.33^**	0.39^**	0.37^**	0.33^**	0.37^**	0.32^**	0.33^**	0.33^**	0.28^**	0.14	?0.15	1
16. T1 orthographic awareness	25.80	8.74	0.25^**	0.20^*	0.17	0.18^*	0.22^*	0.23^*	0.20^*	0.19^*	0.20^*	0.27^**	0.21^*	0.29^**	0.11	?0.06	0.12

Figure 1. The conditional latent growth model with a completely standardized solution.

Figure 1. The conditional latent growth model with a completely standardized solution.

References

Related Articles 12

[1]	ZHOU Yitong, XIE Ruibo, WU Xinchun, NGUYEN Thi Phuong, XIA Yue, YU Yanling, WANG Zhenliang. The effects of phonological awareness and morphological awareness on reading comprehension in early elementary school children: The mediating role of reading fluency [J]. Acta Psychologica Sinica, 2023, 55(6): 930-940.
[2]	YU Yanling, XIE Ruibo, WU Xinchun, XIA Yue, WANG Zhenliang, NGUYEN Thi Phuong. The relationship between metalinguistic awareness and reading fluency in elementary school children: The mediating role of character recognition and vocabulary knowledge [J]. Acta Psychologica Sinica, 2023, 55(6): 941-953.
[3]	XU Ran, ZHANG Baoshan, LIN Yao. Effects of family affective involvement on aging self-stereotypes: An analysis based on latent growth model [J]. Acta Psychologica Sinica, 2021, 53(11): 1215-1227.
[4]	CHANG Shumin, GUO Mingyu, WANG Jingmin, WANG Lingxiao, ZHANG Wenxin. The influence of school assets on the development of well-being during early adolescence: Longitudinal mediating effect of intentional self-regulation [J]. Acta Psychologica Sinica, 2020, 52(7): 874-885.
[5]	CHEN Hongjun,ZHAO Ying,WU Xinchun,SUN Peng,XIE Ruibo,FENG Jie. The relation between vocabulary knowledge and reading comprehension in Chinese elementary children: A cross-lagged study [J]. Acta Psychologica Sinica, 2019, 51(8): 924-934.
[6]	CHENG Yahua, WANG Jian, WU Xinchun. The role of morphological awareness in Chinese children’s reading comprehension: The mediating effect of word reading fluency [J]. Acta Psychologica Sinica, 2018, 50(4): 413-425.
[7]	CHENG Yahua, WU Xinchun, LIU Hongyun, LI Hong. The developmental trajectories of oral vocabulary knowledge and its influential factors in Chinese primary school students [J]. Acta Psychologica Sinica, 2018, 50(2): 206-215.
[8]	LIU Junsheng;ZHOU Ying;LI Dan. Developmental Trajectories of Loneliness During Middle and Late Childhood: A Latent Growth Curve Analysis [J]. Acta Psychologica Sinica, 2013, 45(2): 179-192.
[9]	Wang Yan, Lin Chongde (Institute of Developmental Psychology , Beijing Normal University,Beijing 100875) Yu Guoliang (The National Institute of Educational Research, Beijing 100088). RELATIONSHIP BETWEEN PHONOLOGICAL SKILL AND READING COMPREHENSION ABILITY AMONG POOR ENGLISH LEARNERS [J]. , 2002, 34(03): 59-63.
[10]	Meng Xiangzhi,Zhou Xiaolin,Zeng Biao,Kong Ruifen,Zhuang Jie (Laboratory of Developmental Psychology,Department of Psychology,Peking University,Beijing 100871). VISUAL PERCEPTUAL SKILLS AND READING ABILITIES IN CHINESE SPEAKING CHILDREN [J]. , 2002, 34(01): 17-23.
[11]	Shen Mowei,Fu Dejiang, Zhang Guangqiang,Chen Xin (Psychology and Behavior Sciences Department, Zhejiang University, Hangzhou 310028). THE READABILITY OF CHINESE TEXT PRESENTED IN GLIDING LEADING FORMAT AND RSVP WITH SELF-PACED SPEED [J]. , 2002, 34(01): 44-50.
[12]	Shen Mowei Li Zhongping Zhang Guangqiang (Department of Psychology and Behavioral Science, Zhejiang University, Hangzhou 310028). THE EFFECTS OF WORD SPLITTING AND CHARACTER-SPACE ON COMPREHENSION OF CHINESE TEXT PRESENTED IN LEADING FORMAT [J]. , 2001, 33(05): 27-32.

Metrics

Viewed

Full text

Abstract

Comments

Abstract
Figures/Tables
References
Related Articles
Recommended Articles
Metrics
Comments

TOP

The developmental trajectory of oral vocabulary knowledge and its predictive effects on reading abilities among Chinese primary school students: A latent growth model

RichHTML

PDF (PC)

Knowledge

Abstract

Cite this article

share this article

Figures/Tables 2

References

Related Articles 12

Recommended Articles

Metrics

Comments