Investigates updating ability's influence on Chinese reading comprehension in bilingual students, indicating the importance of cognitive skills in language learning.
Background Working memory updating is crucial in bilingual children′s second language (L2) reading comprehension. A robust updating ability is a cognitive key for children to successfully master L2 reading comprehension. Objective This study is aimed at investigating the effect of updating ability on the L2 Chinese reading comprehension among Uyghur‐Chinese bilingual primary school students in Grades 4–6. Methods Uyghur‐Chinese bilingual primary school students from grades four to six in China were recruited. The Chinese N‐back task and Primary Scholar′s Chinese Reading Ability Scales (PSCRAS) were used. Results Working memory‐updating capacity emerged as a significant, specific predictor of participants′ performance in macro comprehension. Conclusion Insufficient updating ability hinders the ability of Uyghur‐Chinese upper‐grade primary school students to process complex Chinese reading comprehension tasks.
No takes yet. Share an insight, caveat, or question.
Li et al. (2026) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: