Abstract
The present study examined the developmental issue of cognitive factors that explain Chinese literacy. Phonological awareness, rapid automatized naming, short-term memory, orthographic awareness and morphological awareness and two literacy tasks (character naming and reading fluency) were administered to 408 second-graders, 428 fourth-graders and 496 six-graders. Results from linear regression analysis and path analysis model showed that the five reading-related cognitive constructs explained unique variances in character naming. Second, character naming is primary for reading fluency after controlling other cognitive constructs; third, the relation between the cognitive factors and literacy changes significantly as a function of reading skills. Results give a clear direction to understanding Chinese reading development.
| Original language | English |
|---|---|
| Pages (from-to) | 433-450 |
| Number of pages | 18 |
| Journal | Journal of Psycholinguistic Research |
| Volume | 42 |
| Issue number | 5 |
| DOIs | |
| Publication status | Published - Oct 2013 |
| Externally published | Yes |
Keywords
- Character naming
- Chinese
- Cognitive skills
- Reading fluency
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