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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...
Autores principales: | , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2020
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7287183/ https://www.ncbi.nlm.nih.gov/pubmed/32581901 http://dx.doi.org/10.3389/fpsyg.2020.00903 |
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author | Bai, Jing Li, Wenlong Yang, Yang Wu, Jianhui He, Wei Xu, Min |
author_facet | Bai, Jing Li, Wenlong Yang, Yang Wu, Jianhui He, Wei Xu, Min |
author_sort | Bai, Jing |
collection | PubMed |
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. |
format | Online Article Text |
id | pubmed-7287183 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2020 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-72871832020-06-23 Cognitive Correlates of Reading Fluency in Chinese School-Aged Children Bai, Jing Li, Wenlong Yang, Yang Wu, Jianhui He, Wei Xu, Min Front Psychol Psychology 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. Frontiers Media S.A. 2020-06-04 /pmc/articles/PMC7287183/ /pubmed/32581901 http://dx.doi.org/10.3389/fpsyg.2020.00903 Text en Copyright © 2020 Bai, Li, Yang, Wu, He and Xu. http://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Bai, Jing Li, Wenlong Yang, Yang Wu, Jianhui He, Wei Xu, Min Cognitive Correlates of Reading Fluency in Chinese School-Aged Children |
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 | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7287183/ https://www.ncbi.nlm.nih.gov/pubmed/32581901 http://dx.doi.org/10.3389/fpsyg.2020.00903 |
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