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Contribution of cognitive and linguistic skills to word-reading accuracy and fluency in Chinese
ARTICLE

, State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, China ; , Department of educational Psychology, Canada ; , State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, China ; , , Department of Psychology, China ; , , , State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, China ; , Faculty of Education, China ; , , State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, China

International Journal of Educational Research Volume 82, Number 1, ISSN 0883-0355 Publisher: Elsevier Ltd

Abstract

This study examined the contribution of phonological awareness, orthographic knowledge, morphological awareness and rapid naming to word-reading accuracy and fluency in Chinese. We tested 1776 children from Grades 1 to 6. The results of path analysis indicated that phonological awareness was a significant predictor of word reading only in beginning readers. Morphological awareness and orthographic knowledge were strong predictors of word reading across reading proficiency levels. Finally, rapid naming uniquely predicted oral reading fluency and its effects increased across reading proficiency levels. These findings suggest that the writing system children learn to read determines the strength of the cognitive and linguistic skills involved in reading acquisition and the time when they exert their influence.

Citation

Liu, Y., Georgiou, G.K., Zhang, Y., Li, H., Liu, H., Song, S., Kang, C., Shi, B., Liang, W., Pan, J. & Shu, H. (2017). Contribution of cognitive and linguistic skills to word-reading accuracy and fluency in Chinese. International Journal of Educational Research, 82(1), 75-90. Elsevier Ltd. Retrieved November 17, 2019 from .

This record was imported from International Journal of Educational Research on January 29, 2019. International Journal of Educational Research is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijer.2016.12.005

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