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Understanding the English Reading Comprehension of Chinese University Students Based on the Simple View of Reading.

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Title: Understanding the English Reading Comprehension of Chinese University Students Based on the Simple View of Reading.
Authors: Xu, Qinfang (AUTHOR), Zhang, Zhigang (AUTHOR)
Source: Journal of Experimental Education. 2026, Vol. 94 Issue 2, p205-216. 12p.
Subjects: Reading comprehension, Reading, Decoding algorithms, Chinese-speaking students, Second language acquisition
Abstract: This study examined the role of word-level reading skills (decoding) and language comprehension in English as a second language reading comprehension. A total of 167 Chinese second-year undergraduates participated in the study, and 44 poor readers and 47 typical readers were screened and compared for their performance on tests of English reading and reading-related cognitive skills. The results showed that (1) poor readers scored significantly lower than typical readers in word reading and listening comprehension, but they were comparable in terms of phoneme segmentation, rapid letter naming and reading fluency; (2) word reading and listening comprehension accounted for 42% of the variance in reading comprehension, with independent contributions in regression analysis; and (3) word reading was significantly correlated with phonological knowledge and rapid letter naming for university students. Therefore, variations in the English reading of Chinese university students could be explained by the framework of the simple view of reading (SVR) model, and implications of the study are considered. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Experimental Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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PubType: Academic Journal
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  Label: Title
  Group: Ti
  Data: Understanding the English Reading Comprehension of Chinese University Students Based on the Simple View of Reading.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Xu%2C+Qinfang%22">Xu, Qinfang</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Zhang%2C+Zhigang%22">Zhang, Zhigang</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Experimental+Education%22">Journal of Experimental Education</searchLink>. 2026, Vol. 94 Issue 2, p205-216. 12p.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Decoding+algorithms%22">Decoding algorithms</searchLink><br /><searchLink fieldCode="DE" term="%22Chinese-speaking+students%22">Chinese-speaking students</searchLink><br /><searchLink fieldCode="DE" term="%22Second+language+acquisition%22">Second language acquisition</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study examined the role of word-level reading skills (decoding) and language comprehension in English as a second language reading comprehension. A total of 167 Chinese second-year undergraduates participated in the study, and 44 poor readers and 47 typical readers were screened and compared for their performance on tests of English reading and reading-related cognitive skills. The results showed that (1) poor readers scored significantly lower than typical readers in word reading and listening comprehension, but they were comparable in terms of phoneme segmentation, rapid letter naming and reading fluency; (2) word reading and listening comprehension accounted for 42% of the variance in reading comprehension, with independent contributions in regression analysis; and (3) word reading was significantly correlated with phonological knowledge and rapid letter naming for university students. Therefore, variations in the English reading of Chinese university students could be explained by the framework of the simple view of reading (SVR) model, and implications of the study are considered. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Experimental Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/00220973.2024.2306385
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 205
    Subjects:
      – SubjectFull: Reading comprehension
        Type: general
      – SubjectFull: Reading
        Type: general
      – SubjectFull: Decoding algorithms
        Type: general
      – SubjectFull: Chinese-speaking students
        Type: general
      – SubjectFull: Second language acquisition
        Type: general
    Titles:
      – TitleFull: Understanding the English Reading Comprehension of Chinese University Students Based on the Simple View of Reading.
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            NameFull: Xu, Qinfang
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            NameFull: Zhang, Zhigang
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            – D: 01
              M: 04
              Text: 2026
              Type: published
              Y: 2026
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              Value: 94
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