The Correlation Between Chinese Written Vocabulary Size and Cognitive, Emotional and Behavioral Factors in Primary School Students

Overview

Journal Int J Environ Res Public Health

Publisher MDPI

Specialties Environmental Health
Public Health

Date 2021 Aug 7

PMID 34360088

Authors

Ning Pan

Yangfeng Guo

Jingwen Ma

Xiaoxuan Fan

Zhixin Yin

Xiaoyu Xu

Lei Cai

Yue Zhang

Xiuhong Li

Affiliations

Soon will be listed here.

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 ( = -3.32, 95% CI: -5.98, -0.66) and meaning comprehension deficit ( = -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.

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