Longitudinal Associations of Phonological Processing Skills, Chinese Word Reading, and Arithmetic

Autor/inn/en	Yang, Xiujie; McBride, Catherine; Ho, Connie Suk-Han; Chung, Kevin Kien Hoa
Titel	Longitudinal Associations of Phonological Processing Skills, Chinese Word Reading, and Arithmetic
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 33 (2020) 7, S.1679-1699 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yang, Xiujie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-019-09998-9
Schlagwörter	Phonological Awareness; Chinese; Reading Skills; Arithmetic; Longitudinal Studies; Predictor Variables; Individual Differences; Naming; Foreign Countries; Young Children; Nonverbal Ability; Vocabulary Development; Grade 1; Grade 2; Hong Kong + Suchen Sie Ihr Suchwort? China; Chinesen; Reading skill; Lesefertigkeit; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Prädiktor; Individueller Unterschied; Ausland; Frühe Kindheit; Wortschatzarbeit; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Hongkong
Abstract	This 13-month longitudinal study investigated whether different phonological processing components independently predicted individual differences in Chinese word reading and arithmetic. Three phonological processing skills [phonological awareness, phonological memory, and rapid automatized naming (RAN)], word reading, and arithmetic were assessed among eighty-eight Hong Kong Chinese first graders (Mean age = 79.88 months, SD = 4.71), along with vocabulary and nonverbal intelligence. These abilities were measured again at second grade (Mean age = 92.89 months, SD = 5.14). Simple correlations showed that phonological awareness and RAN at grade one were significantly associated with word reading and arithmetic both at grade one and at grade two, while phonological memory at grade one was associated with arithmetic, but not word reading, at both grades. Among the three phonological skills, RAN at grade one uniquely predicted 4% of the variance in children's reading performance and 15% of the variance in arithmetic at second grade, beyond autoregressive effects, vocabulary, and nonverbal intelligence (model 3a). In contrast, neither phonological awareness nor phonological memory significantly predicted children's later reading and arithmetic performance. There was also a reciprocal influence of Chinese word reading, rather than arithmetic skills, on later RAN performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01