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How Does Mind Reading Affect Story Reading across Elementary School? Navigating the Cognitive and Emotional Pathways

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Bibliographic Details
Title: How Does Mind Reading Affect Story Reading across Elementary School? Navigating the Cognitive and Emotional Pathways
Language: English
Authors: Haolan Wang (ORCID 0000-0003-0484-9055), Hongjun Chen, Yi Zhao, Jie Chen, Ying Zhao, Xinchun Wu
Source: Child Development. 2025 96(6):1899-1916.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 18
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Early Childhood Education
Grade 2
Primary Education
Grade 3
Grade 4
Intermediate Grades
Grade 5
Middle Schools
Descriptors: Story Reading, Reading Comprehension, Theory of Mind, Elementary School Students, Literacy, Grade 2, Grade 3, Grade 4, Grade 5, Foreign Countries
Geographic Terms: China
DOI: 10.1111/cdev.70017
ISSN: 0009-3920
1467-8624
Abstract: This study distinguished the cognitive and affective components of advanced theory of mind (AToM) and their distinct contributions to narrative reading comprehension (NRC) across different grades. In a longitudinal study (Time 1: April 2023) involving 344 Chinese children from Grades 2-5 (174 girls, M[subscript age] = 9.60 years), results indicated that both AToM types develop in middle grades (2nd and 3rd) and stabilize by upper grades (4th and 5th), with affective AToM consistently higher than cognitive AToM. After accounting for 10 confounding variables, cognitive AToM was crucial in middle grades, enhancing NRC through metacognitive awareness of reading, while affective AToM became more prominent in upper grades, facilitating NRC through reading transportation. These findings provide insights for age-appropriate educational interventions to foster literary appreciation.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1488569
Database: ERIC
Description
Abstract:This study distinguished the cognitive and affective components of advanced theory of mind (AToM) and their distinct contributions to narrative reading comprehension (NRC) across different grades. In a longitudinal study (Time 1: April 2023) involving 344 Chinese children from Grades 2-5 (174 girls, M[subscript age] = 9.60 years), results indicated that both AToM types develop in middle grades (2nd and 3rd) and stabilize by upper grades (4th and 5th), with affective AToM consistently higher than cognitive AToM. After accounting for 10 confounding variables, cognitive AToM was crucial in middle grades, enhancing NRC through metacognitive awareness of reading, while affective AToM became more prominent in upper grades, facilitating NRC through reading transportation. These findings provide insights for age-appropriate educational interventions to foster literary appreciation.
ISSN:0009-3920
1467-8624
DOI:10.1111/cdev.70017