Abstract
Written vocabulary size plays a key role in children’s reading development. We aim to study the relationship between Chinese written vocabulary size and cognitive, emotional, and behavioral factors in primary school students. Using stratified cluster sampling, 1162 pupils from Grade 2~5 in Guangzhou were investigated. Chinese written vocabulary size, cognitive, emotional, and behavioral factors were assessed by the Chinese written vocabulary size assessment scale, the dyslexia checklist for Chinese children (DCCC) and the Strengths and Difficulties Questionnaire (SDQ), respectively. The scores of visual word recognition deficit (β = −3.32, 95% CI: −5.98, −0.66) and meaning comprehension deficit (β = −6.52, 95% CI: −9.39, −3.64) were negatively associated with Chinese written vocabulary size; the score of visual word recognition deficit (odds ratio (OR) = 1.04, 95% CI: 1.02, 1.07) was the related factor of a delay in written vocabulary size. The score of meaning comprehension deficit was negatively associated with boys’ Chinese written vocabulary size, while the score of auditory word recognition deficit was negatively associated with girls’ Chinese written vocabulary size. The related factor of a delay in written vocabulary size was spelling deficit in boys and visual word recognition deficit in girls. There is a significant correlation between Chinese written vocabulary size and cognitive factors, but not emotional and behavioral factors in primary school students and these correlations are different when considering gender.
Highlights
Written vocabulary knowledge includes the number of words known and richness of knowledge about the words known [1]
The main findings included: first, when the cognitive, emotional, and behavioral factors were considered at the same time, only the cognitive factors had a significant correlation with Chinese written vocabulary size in primary school students, including visual word recognition and meaning comprehension; second, the factors related to Chinese written vocabulary size had significant differences between boys and girls
Compared with children who have a negative relationship with their peers, children who have a positive peer relationship appear to have a larger written vocabulary size and are less likely to have a delay in written vocabulary size in our study
Summary
Written vocabulary knowledge includes the number of words known (breadth or vocabulary size) and richness of knowledge about the words known (depth) [1]. Chinese written vocabulary size refers to the number of Chinese characters known by schoolage children in our study. It is the foundation of reading activities and a representative indicator of children’s reading development, which is highly correlated with academic performance [2]. The delay in written vocabulary size prevents children from reading correctly and fluently, which further leads to academic failure and loss of confidence in learning [3]. The primary school stage is a critical period for written vocabulary size acquisition [4]. The delay in written vocabulary size in primary school is a powerful predictor of the difficulties of reading and writing in adolescents and adults [5,6]
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