The Direct and Indirect Role of Cognitive, Psychological, and Ecological Factors in Reading Comprehension

• In Event: Research in Reading and Literacy SIG Virtual Paper Session

Abstract

The study aimed to examine the reading comprehension performance of Chinese students who learn English as a second language (ESL) drawing on the Componential Model of Reading (CMR; Aaron et al., 2008). A total of 210 students were administered a battery of measures from cognitive, psychological and ecological domains. The results showed that the cognitive domain exerted direct influences on reading comprehension. The contribution of the psychological domain to reading comprehension was fully mediated via the cognitive domain. The contribution of the ecological domain to reading comprehension was fully mediated via the psychological and cognitive domains. The findings support the importance of three domains in reading comprehension and enrich the extant literature of reading comprehension in Chinese ESL learners.

Authors

• Huan Zhang, Nanjing Normal University
  Presenting Author

• Miao Li, University of Houston
  Non-Presenting Author