文献类型：期刊文献

英文题名：How phonological and orthographic decoding complicates the simple view of reading in Chinese: examining mediation through listening comprehension

作者：Lin, Jiexin[1];Zhang, Haomin[2,3]

机构：[1]East China Univ Sci & Technol, Sch Foreign Languages, Shanghai, Peoples R China;[2]East China Normal Univ, Sch Foreign Languages, Psycholinguist Lab, Shanghai, Peoples R China;[3]East China Normal Univ, Sch Foreign Languages, Dept English, Shanghai, Peoples R China

年份：2025

卷号：26

期号：1

起止页码：133

外文期刊名：COGNITIVE PROCESSING

收录：;WOS:【SSCI(收录号:WOS:001009590400001)】；

语种：英文

外文关键词：Simple view of reading; Phonological decoding; Orthographic decoding; Listening comprehension; Reading comprehension

摘要：Advocates of the science of reading have invoked the simple view of reading (SVR) to justify an approach that foregrounds decoding in early reading instruction. SVR describes reading comprehension as the product of decoding and listening comprehension. The current study examined the complexity of the SVR, focusing on the phonological and orthographic decoding in third-grade readers of Chinese. One hundred and forty-three students participated in this study. The measures included phonological decoding (pinyin invented spelling), orthographic decoding, listening comprehension and reading comprehension. Drawing upon regression analyses and multivariate path models, the study found that phonological decoding at both segmental and suprasegmental processing significantly predicted Chinese reading comprehension, yet a more significant effect of orthographic decoding surfaced. And the best-fitting model suggested listening comprehension was better characterized as a mediator rather than a covariance with decoding component in the decoding-reading relation when orthographic decoding was incorporated into decoding component to evaluate the validity of the SVR in Chinese. The results imply that orthographic decoding is a legitimate decoding component and that the two decoding constructs alone are insufficient for higher-level reading ability (reading comprehension) since the contribution appears to be mediated through the path route of oral language capacity (indexed by listening comprehension). This enriches the current understanding of the SVR in non-alphabetic languages and indicates that decoding training on both phonological and orthographic dimension should be highlighted in early Chinese reading instruction.