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Autor/inn/en | Inoue, Tomohiro; Georgiou, George K.; Hosokawa, Miyuki; Muroya, Naoko; Kitamura, Hiroyuki; Tanji, Takayuki; Imanaka, Hirofumi; Oshiro, Takako; Parrila, Rauno |
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Titel | Reading in Different Scripts Predicts Different Cognitive Skills: Evidence from Japanese |
Quelle | In: Reading and Writing: An Interdisciplinary Journal, 35 (2022) 6, S.1425-1448 (24 Seiten)Infoseite zur Zeitschrift
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Zusatzinformation | ORCID (Inoue, Tomohiro) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0922-4777 |
DOI | 10.1007/s11145-021-10228-4 |
Schlagwörter | Japanese; Written Language; Thinking Skills; Reading Skills; Grade 2; Grade 3; Children; Morphology (Languages); Spatial Ability; Vocabulary; Foreign Countries |
Abstract | We examined whether developing reading skills in the two scripts of Japanese, syllabic Hiragana and morphographic Kanji, had differential effects on underlying cognitive skills. One hundred ninety-one Japanese children (97 girls, 94 boys; M[subscript age] = 100.23 months) were assessed on rapid automatized naming (RAN), vocabulary, morphological awareness, visual-spatial skills, Hiragana reading fluency, and Kanji character recognition at the end of Grade 2 and again at the end of Grade 3. Results of cross-lagged analysis showed that Hiragana reading fluency in Grade 2 predicted RAN and visual-spatial skills in Grade 3, and Kanji character recognition in Grade 2 predicted vocabulary in Grade 3, even when the same skills in Grade 2 were controlled. Taken together, these findings suggest that the nature of the script children learn can influence how developing reading skills affect their cognitive underpinnings. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |