Cross-Linguistic Word Recognition Development Among Chinese Children: A Multilevel Linear Mixed-Effects Modeling Approach
The effects of psycholinguistic variables on reading development are critical to the evaluation of theories about the reading system. Although we know that the development of reading depends on both individual differences (endogenous) and item-level effects (exogenous), developmental research has fo...
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Frontiers Media S.A.
2020-04-01
|
| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/article/10.3389/fpsyg.2020.00544/full |
| _version_ | 1819068965767348224 |
|---|---|
| author | Connie Qun Guan Connie Qun Guan Connie Qun Guan Scott H. Fraundorf |
| author_facet | Connie Qun Guan Connie Qun Guan Connie Qun Guan Scott H. Fraundorf |
| author_sort | Connie Qun Guan |
| collection | DOAJ |
| description | The effects of psycholinguistic variables on reading development are critical to the evaluation of theories about the reading system. Although we know that the development of reading depends on both individual differences (endogenous) and item-level effects (exogenous), developmental research has focused mostly on average-level performance, ignoring individual differences. We investigated how the development of word recognition in Chinese children in both Chinese and English is affected by (a) item-level, exogenous effects (word frequency, radical consistency, and curricular grade level); (b) subject-level, endogenous individual differences (orthographic awareness and phonological awareness); and (c) their interactive effect. We tested native Chinese (Putonghua)-speaking children (n = 763) in grades 1 to 6 with both Chinese character and English word identification (lexical) decision tasks. Our findings show that (a) there were effects of both word frequency and age of acquisition in both Chinese and English, but these item-level effects generally weakened with increasing age; (b) individual differences in phonological and orthographic awareness each contributed to successful performance; and (c) in Chinese, item-level effects were weaker for more proficient readers. We contend that our findings can be explained by theoretical models that incorporate cumulative learning as the basis for development of item-level effects in the reading system. |
| first_indexed | 2024-12-21T16:42:32Z |
| format | Article |
| id | doaj.art-8badada5499940d1874d080b88539cde |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-12-21T16:42:32Z |
| publishDate | 2020-04-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-8badada5499940d1874d080b88539cde2022-12-21T18:57:04ZengFrontiers Media S.A.Frontiers in Psychology1664-10782020-04-011110.3389/fpsyg.2020.00544484048Cross-Linguistic Word Recognition Development Among Chinese Children: A Multilevel Linear Mixed-Effects Modeling ApproachConnie Qun Guan0Connie Qun Guan1Connie Qun Guan2Scott H. Fraundorf3Faculty of Foreign Studies, Beijing Language and Culture University, Beijing, ChinaCenter for the Advances of Language Sciences, University of Science and Technology, Beijing, ChinaDepartment of Psychology, Carnegie Mellon University, Pittsburgh, PA, United StatesDepartment of Psychology and Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA, United StatesThe effects of psycholinguistic variables on reading development are critical to the evaluation of theories about the reading system. Although we know that the development of reading depends on both individual differences (endogenous) and item-level effects (exogenous), developmental research has focused mostly on average-level performance, ignoring individual differences. We investigated how the development of word recognition in Chinese children in both Chinese and English is affected by (a) item-level, exogenous effects (word frequency, radical consistency, and curricular grade level); (b) subject-level, endogenous individual differences (orthographic awareness and phonological awareness); and (c) their interactive effect. We tested native Chinese (Putonghua)-speaking children (n = 763) in grades 1 to 6 with both Chinese character and English word identification (lexical) decision tasks. Our findings show that (a) there were effects of both word frequency and age of acquisition in both Chinese and English, but these item-level effects generally weakened with increasing age; (b) individual differences in phonological and orthographic awareness each contributed to successful performance; and (c) in Chinese, item-level effects were weaker for more proficient readers. We contend that our findings can be explained by theoretical models that incorporate cumulative learning as the basis for development of item-level effects in the reading system.https://www.frontiersin.org/article/10.3389/fpsyg.2020.00544/fullorthographic awarenessgrapheme recognition developmentmultilevel linear mixed modelsfrequencyAoAChinese-English bilingual children |
| spellingShingle | Connie Qun Guan Connie Qun Guan Connie Qun Guan Scott H. Fraundorf Cross-Linguistic Word Recognition Development Among Chinese Children: A Multilevel Linear Mixed-Effects Modeling Approach Frontiers in Psychology orthographic awareness grapheme recognition development multilevel linear mixed models frequency AoA Chinese-English bilingual children |
| title | Cross-Linguistic Word Recognition Development Among Chinese Children: A Multilevel Linear Mixed-Effects Modeling Approach |
| title_full | Cross-Linguistic Word Recognition Development Among Chinese Children: A Multilevel Linear Mixed-Effects Modeling Approach |
| title_fullStr | Cross-Linguistic Word Recognition Development Among Chinese Children: A Multilevel Linear Mixed-Effects Modeling Approach |
| title_full_unstemmed | Cross-Linguistic Word Recognition Development Among Chinese Children: A Multilevel Linear Mixed-Effects Modeling Approach |
| title_short | Cross-Linguistic Word Recognition Development Among Chinese Children: A Multilevel Linear Mixed-Effects Modeling Approach |
| title_sort | cross linguistic word recognition development among chinese children a multilevel linear mixed effects modeling approach |
| topic | orthographic awareness grapheme recognition development multilevel linear mixed models frequency AoA Chinese-English bilingual children |
| url | https://www.frontiersin.org/article/10.3389/fpsyg.2020.00544/full |
| work_keys_str_mv | AT conniequnguan crosslinguisticwordrecognitiondevelopmentamongchinesechildrenamultilevellinearmixedeffectsmodelingapproach AT conniequnguan crosslinguisticwordrecognitiondevelopmentamongchinesechildrenamultilevellinearmixedeffectsmodelingapproach AT conniequnguan crosslinguisticwordrecognitiondevelopmentamongchinesechildrenamultilevellinearmixedeffectsmodelingapproach AT scotthfraundorf crosslinguisticwordrecognitiondevelopmentamongchinesechildrenamultilevellinearmixedeffectsmodelingapproach |