Cognitive Correlates of Reading Fluency in Chinese School-Aged Children
Previous studies have showed that reading fluency is strongly associated with cognitive skills, including rapid automatized naming, phonological awareness, orthographical awareness, and so on. However, these studies are largely based on alphabetic languages, and it remains unclear which cognitive fa...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2020-06-01
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| Series: | Frontiers in Psychology |
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| Online Access: | https://www.frontiersin.org/article/10.3389/fpsyg.2020.00903/full |
| _version_ | 1818578771837452288 |
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| author | Jing Bai Jing Bai Jing Bai Wenlong Li Yang Yang Jianhui Wu Wei He Min Xu Min Xu |
| author_facet | Jing Bai Jing Bai Jing Bai Wenlong Li Yang Yang Jianhui Wu Wei He Min Xu Min Xu |
| author_sort | Jing Bai |
| collection | DOAJ |
| description | Previous studies have showed that reading fluency is strongly associated with cognitive skills, including rapid automatized naming, phonological awareness, orthographical awareness, and so on. However, these studies are largely based on alphabetic languages, and it remains unclear which cognitive factors contribute to the development of reading fluency in logographic Chinese, a language in which the graphic forms map onto morphemes (meaning) rather than phonemes. In Study 1, we tested 179 Chinese children aged 6 to 9 on a set of cognitive tasks as well as for word reading accuracy and sentence reading fluency. The results showed that rapid naming, writing fluency, and phonological awareness significantly predicted reading fluency in both beginning and intermediate readers. In addition, while the contribution of rapid naming and writing fluency increased with grades, the effect of phonological awareness decreased. In Study 2, we examined the role of visual crowding in reading fluency in a subgroup of 86 children and found that visual crowding accounted for the unique variance of individual differences in reading fluency. The findings reflect both universal and language-specific cognitive correlates of reading fluency and provide important implications for potentially effective treatment for individuals suffering from Chinese reading disabilities, particularly in terms of reading fluency. |
| first_indexed | 2024-12-16T06:51:07Z |
| format | Article |
| id | doaj.art-f93f32bc2dc54997ad0146426a2efca1 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-12-16T06:51:07Z |
| publishDate | 2020-06-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-f93f32bc2dc54997ad0146426a2efca12022-12-21T22:40:24ZengFrontiers Media S.A.Frontiers in Psychology1664-10782020-06-011110.3389/fpsyg.2020.00903522196Cognitive Correlates of Reading Fluency in Chinese School-Aged ChildrenJing Bai0Jing Bai1Jing Bai2Wenlong Li3Yang Yang4Jianhui Wu5Wei He6Min Xu7Min Xu8College of Psychology and Sociology, Shenzhen University, Shenzhen, ChinaCenter for Brain Disorders and Cognitive Science, Shenzhen University, Shenzhen, ChinaCenter for Language and Brain, Shenzhen Institute of Neuroscience, Shenzhen, ChinaSchool of Biomedical Engineering, Health Science Center, Shenzhen University, Shenzhen, ChinaCAS Key Laboratory of Behavioral Science, Center for Brain Science and Learning Difficulties, Institute of Psychology, Chinese Academy of Sciences, Beijing, ChinaCenter for Brain Disorders and Cognitive Science, Shenzhen University, Shenzhen, ChinaNanshan Educational Science Research Institute, Shenzhen, ChinaCenter for Brain Disorders and Cognitive Science, Shenzhen University, Shenzhen, ChinaCenter for Language and Brain, Shenzhen Institute of Neuroscience, Shenzhen, ChinaPrevious studies have showed that reading fluency is strongly associated with cognitive skills, including rapid automatized naming, phonological awareness, orthographical awareness, and so on. However, these studies are largely based on alphabetic languages, and it remains unclear which cognitive factors contribute to the development of reading fluency in logographic Chinese, a language in which the graphic forms map onto morphemes (meaning) rather than phonemes. In Study 1, we tested 179 Chinese children aged 6 to 9 on a set of cognitive tasks as well as for word reading accuracy and sentence reading fluency. The results showed that rapid naming, writing fluency, and phonological awareness significantly predicted reading fluency in both beginning and intermediate readers. In addition, while the contribution of rapid naming and writing fluency increased with grades, the effect of phonological awareness decreased. In Study 2, we examined the role of visual crowding in reading fluency in a subgroup of 86 children and found that visual crowding accounted for the unique variance of individual differences in reading fluency. The findings reflect both universal and language-specific cognitive correlates of reading fluency and provide important implications for potentially effective treatment for individuals suffering from Chinese reading disabilities, particularly in terms of reading fluency.https://www.frontiersin.org/article/10.3389/fpsyg.2020.00903/fullreading fluencyChineserapid automatized namingwriting fluencyphonological awarenessvisual crowding |
| spellingShingle | Jing Bai Jing Bai Jing Bai Wenlong Li Yang Yang Jianhui Wu Wei He Min Xu Min Xu Cognitive Correlates of Reading Fluency in Chinese School-Aged Children Frontiers in Psychology reading fluency Chinese rapid automatized naming writing fluency phonological awareness visual crowding |
| title | Cognitive Correlates of Reading Fluency in Chinese School-Aged Children |
| title_full | Cognitive Correlates of Reading Fluency in Chinese School-Aged Children |
| title_fullStr | Cognitive Correlates of Reading Fluency in Chinese School-Aged Children |
| title_full_unstemmed | Cognitive Correlates of Reading Fluency in Chinese School-Aged Children |
| title_short | Cognitive Correlates of Reading Fluency in Chinese School-Aged Children |
| title_sort | cognitive correlates of reading fluency in chinese school aged children |
| topic | reading fluency Chinese rapid automatized naming writing fluency phonological awareness visual crowding |
| url | https://www.frontiersin.org/article/10.3389/fpsyg.2020.00903/full |
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