Literaturnachweis - Detailanzeige
| Autor/inn/en | Xue, Jin; Shu, Hua; Li, Hong; Li, Wenling; Tian, Xiaomei |
|---|---|
| Titel | The Stability of Literacy-Related Cognitive Contributions to Chinese Character Naming and Reading Fluency |
| Quelle | In: Journal of Psycholinguistic Research, 42 (2013) 5, S.433-450 (18 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0090-6905 |
| DOI | 10.1007/s10936-012-9228-0 |
| Schlagwörter | Naming; Phonological Awareness; Literacy; Orthographic Symbols; Chinese; Reading Skills; Skill Development; Correlation; Short Term Memory; Morphology (Languages); Elementary School Students; Regression (Statistics); Path Analysis; Reading Fluency; Task Analysis; Foreign Countries; China |
| 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. (As Provided). |
| Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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