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anding of MA and its effects on reading comprehension were still not clear. Thefollowing content would present some theoretical studies about MA, and some empirical researches on theeffects of MA on English reading comprehension in the situations of English as the first and foreignlanguage.
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Chapter Three Theoretical Framework............ 14
3.1 General-factor Model....14
3.2 Two-factor Model......... 15
3.3 Multiple-factor Model............16
Chapter Four The Present Study..... 18
4.1 Research Questions.......18
4.2 Participants...........18
4.3 Instruments...........19
4.3.1 Nonverbal Intelligence Test..........19
4.3.2 Morphological Awareness Tests............ 20
4.3.3 Reading Comprehension Test.......21
4.4 Research Procedures.....22
4.5 Analysis Device............ 23
Chapter Five Results and Discussion........24
5.1 Research Results...........24
5.2 Discussion............29

Chapter Five Results and Discussion

In this chapter, all the detailed data and the research results would be presented. The basic features ofnonverbal intelligence, MA, IMA, DMA, CMA and reading comprehension were presented by usingdescriptive statistics. The correlation analyses were used to present the correlation among NVI, MA, threekinds of MA and reading comprehension. And the regression analyses were conducted to find out whichkind of MA could explain participants’ performance on reading comprehension at the greatest degree. Then,the results and discussions would be presented in detail.

5.1 Research Results

From table 5.1, it was easily seen that students’ scores of the reading comprehension varied widelyamong students, for the standard deviation of reading comprehension was highest (Std. Deviation = 9.169).And participants’ scores of MA and NVI varied on a smaller scale than that of reading comprehension. Thefull mark of reading comprehension was 60, and students’ marks were set from 14 to 54. And the mean ofreading was 33.82. With regard to MA, the full score of MA was 37, and participants’ marks ranged from16 to 35. The scores of nonverbal intelligence ranged from 33 to 56, and the mean was 45.22. During theNVI test, students’ English teacher or the researcher monitored their performance on the nonverbalintelligence test. And none of students responded wrongly on 5 continuous items, which would ensure allstudents had approximately equal observation.

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Conclusion

The results of this study are slightly different from some previous studies. Zhang and Koda (2013)have found that English learners can perform better on IMA than that of DMA, and do well in CMA thanthat of DMA. With respect to their predictive function to reading, their findings show that DMA and CMAcan make the significant contribution to reading comprehension instead of IMA. They have thought that thetest of grammatical knowledge may influence the effects of IMA. Chang Yun (2010) has conducted asimilar study to explore the relationship among PA, MA and reading comprehension. Her research statisticsshow that IMA and CMA have the predictive power to reading comprehension. Chang Yun has inferred thatDMA is relatively late acquired, so her research results fail to find out the predictive function of DMA.Different subjects do not have the same de本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。