%A Cheng,Yahua %A Wu,Xinchun %D 2017 %J Frontiers in Psychology %C %F %G English %K socioeconomic status (SES),reading comprehension,vocabulary knowledge,morphological awareness,Chinese children %Q %R 10.3389/fpsyg.2017.00672 %W %L %M %P %7 %8 2017-April-27 %9 Original Research %+ Dr Yahua Cheng,Department of Psychology, Ningbo University,Ningbo, China,chengyahua@nbu.edu.cn %# %! SES AND READING COMPREHENSION %* %< %T The Relationship between SES and Reading Comprehension in Chinese: A Mediation Model %U https://www.frontiersin.org/articles/10.3389/fpsyg.2017.00672 %V 8 %0 JOURNAL ARTICLE %@ 1664-1078 %X An increasing body of research provides evidence that socioeconomic status (SES) was significantly related to children’s reading development; however, the psychological mechanism underlying the association between them remained an open question. The present study is designed to test the hypothesized three-path effect of vocabulary knowledge and morphological awareness as mediators between SES and sentence reading comprehension in Chinese first-graders. Results of mediation model showed that SES exerted its effect on sentence reading comprehension through the indirect path via the simple mediating effect of morphological awareness and the three-path mediating effect of vocabulary knowledge and morphological awareness. The findings highlight a previously unidentified mechanism of the relationship between SES and reading comprehension in Chinese young children.