请用2014年以后的相关研究文献综述来支撑以下相关性的分析，请在最后列出参考文献：Table 20 presents the relationship between reading comprehension monitoring ability and comprehension level, with four variables: self-efficacy, monitoring behavioral performance, working memory, and reading focus. The table shows the correlation coefficient (rho), p-values, and an interpretation of the relationship between the variables.
The computed rho values in Table 20 range from 0.234 to 0.503, indicating a weak to moderate direct relationship among the sub variables of reading comprehension monitoring ability and comprehension level. These correlation coefficients suggest that there is a statistically significant relationship between reading comprehension monitoring ability and comprehension level, as the obtained p-values for all the variables are less than 0.01.
Starting with the self-efficacy variable, all four subvariables (reading speed, vocabulary understanding, sentence structure analysis, and identifying the author’s purpose) show highly significant positive correlations with comprehension level. Reading speed has the highest correlation coefficient (rho = 0.503), indicating a strong relationship with comprehension level. This suggests that individuals who have higher self-efficacy in reading speed are more likely to have higher comprehension levels. Similar patterns can be observed for vocabulary understanding (rho = 0.422), sentence structure analysis (rho = 0.416), and identifying the author’s purpose (rho = 0.234).
Regarding monitoring behavioral performance, again, all four subvariables show highly significant positive correlations with comprehension level. Reading speed (rho = 0.333), vocabulary understanding (rho = 0.239), sentence structure analysis (rho = 0.326), and identifying the author’s purpose (rho = 0.262) all have positive relationships with comprehension level. This suggests that individuals who are better at monitoring their performance in these aspects during reading tend to have higher comprehension levels.
Moving on to working memory, all four subvariables show highly significant positive relationships with comprehension level. Reading speed (rho = 0.472), vocabulary understanding (rho = 0.424), sentence structure analysis (rho = 0.388), and identifying the author’s purpose (rho = 0.319) are all positively correlated with comprehension level. This indicates that individuals with better working memory in these aspects tend to have higher comprehension levels.
Finally, for the reading focus variable, all four subvariables have highly significant positive correlations with comprehension level. Reading speed (rho = 0.316), vocabulary understanding (rho = 0.288), sentence structure analysis (rho = 0.330), and identifying the author’s purpose (rho = 0.256) all show positive relationships with comprehension level. This suggests that individuals who have better focus on these aspects during reading are more likely to have higher comprehension levels.
The findings from Table 20 highlight the importance of reading comprehension monitoring ability in relation to comprehension level among Chinese non-English majors. The results indicate that self-efficacy, monitoring behavioral performance, working memory, and reading focus are all significantly related to comprehension level. These findings have several implications:
First, the strong correlation between reading speed and comprehension level suggests that faster readers are more likely to have higher comprehension levels. This emphasizes the importance of improving reading speed in language learning and teaching settings. Teachers and students should focus on strategies to enhance reading fluency and speed in order to promote better comprehension.
Second, the positive relationships between vocabulary understanding, sentence structure analysis, identifying the author’s purpose, and comprehension level underscore the significance of these specific skills in reading comprehension. Students should be encouraged to actively build their vocabulary, develop their ability to analyze sentence structures, and interpret the intention behind the author’s writing. These skills can greatly contribute to overall comprehension.
Third, the significant correlations found for monitoring behavioral performance suggest that a conscious effort to monitor one’s reading performance in terms of speed, vocabulary understanding, sentence structure analysis, and identifying the author’s purpose can positively impact comprehension level. This highlights the importance of metacognitive strategies in reading comprehension. Students should be trained to monitor their understanding and make adjustments when necessary during reading.
Finally, the positive relationships between working memory and reading focus with comprehension level emphasize the role of cognitive processes in reading comprehension. Good working memory enables individuals to hold and manipulate information while reading, while reading focus helps maintain attention and engagement. These findings suggest that improving working memory and reading focus can enhance comprehension abilities.
In summary, the findings in Table 20 provide valuable insights into the relationship between reading comprehension monitoring ability and comprehension level among Chinese non-English majors. The results highlight the importance of self-efficacy, monitoring behavioral performance, working memory, and reading focus for reading comprehension. Understanding these relationships can contribute to the development of effective instructional approaches and strategies to enhance reading comprehension among Chinese non-English majors.