1. Teacher-Assessed Linguistic and Social Abilities in Chinese Children's Reading Acquisition: A Longitudinal Study.
- Author
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Zhang, Haomin, Jiang, Yue, Xu, Zhaohan, and Yin, Song
- Subjects
CHINESE people ,SOCIAL skills ,LANGUAGE ability ,SCHOOL principals ,CHILDREN with dyslexia ,TEACHERS' assistants - 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]
- Published
- 2024
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