This study examined the direct and indirect relations of foundational language skills (vocabulary, syntactic knowledge, and orthographic knowledge), higher-order cognitive skills (inference making and comprehension monitoring), and word reading to reading comprehension in Chinese. Consistent with the hierarchical relations specified in the Direct and Indirect Effect Model of Reading (DIER, Kim, Journal of Educational Psychology, 112(4):667–684, 2020a; Journal of Learning Disabilities, 2020b), the foundational language skills are considered as lower level skills, and the higher-order cognitive skills and word reading are considered as upper level skills in this study. Participants were 164 Chinese (Mandarin)-speaking third graders. Results revealed that syntactic knowledge, orthographic knowledge, inference making, comprehension monitoring, and word reading made direct contributions to reading comprehension. In addition, syntactic knowledge contributed indirectly to reading comprehension via inference making, comprehension monitoring, and word reading. Orthographic knowledge also contributed indirectly to reading comprehension via comprehension monitoring. Language skills, higher-order cognitive skills, and word reading explained 72% of variances in reading comprehension. The findings highlight both the direct and indirect pathways and effects of various language and higher-order cognitive skills on reading comprehension in Chinese.

本研究考察了基础语言技能（词汇、句法知识和正字法知识）、高级认知技能（推理和理解监控）以及单词阅读与中文阅读理解之间的直接和间接关系。与阅读的直接和间接影响模型（DIER, Kim, Journal of Educational Psychology, 112(4):667–684, 2020a; Journal of Learning Disabilities, 2020b）中规定的层次关系一致，基础语言技能被考虑作为低层次技能，本研究将高层次认知技能和单词阅读视为高层次技能。参与者是 164 名讲中文（普通话）的三年级学生。结果显示，句法知识、拼写知识、推理、理解监控、单词阅读对阅读理解做出了直接贡献。此外，句法知识通过推理、理解监控和单词阅读间接促进了阅读理解。正字法知识也通过理解监控间接促进了阅读理解。语言技能、高阶认知技能和单词阅读解释了 72% 的阅读理解差异。研究结果强调了各种语言和高级认知技能对中文阅读理解的直接和间接途径和影响。正字法知识也通过理解监控间接促进了阅读理解。语言技能、高阶认知技能和单词阅读解释了 72% 的阅读理解差异。研究结果强调了各种语言和高级认知技能对中文阅读理解的直接和间接途径和影响。正字法知识也通过理解监控间接促进了阅读理解。语言技能、高阶认知技能和单词阅读解释了 72% 的阅读理解差异。研究结果强调了各种语言和高级认知技能对中文阅读理解的直接和间接途径和影响。