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

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Abstract

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.

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Derived data supporting the findings of this study are available from the corresponding author on request.

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Acknowledgements

We thank the teachers and students for their participation in this study.

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The study was funded by the National Science Foundation Project of China (Grant No.: 21CYY047).

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  1. School of Foreign Languages, East China University of Science and Technology, Shanghai, China

    Jiexin Lin

  2. The Psycholinguistics Lab, School of Foreign Languages, East China Normal University, Shanghai, China

    Haomin Zhang

  3. Department of English, School of Foreign Languages, East China Normal University, Shanghai, China

    Haomin Zhang

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The first author conducted the data analysis and created the tables and figures. The second author administered the study and provided his expertise for data analysis. Both authors wrote and edited the entire manuscript.

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Lin, J., Zhang, H. How phonological and orthographic decoding complicates the simple view of reading in Chinese: examining mediation through listening comprehension. Cogn Process (2023). https://doi.org/10.1007/s10339-023-01143-3

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