Direct and Indirect Effects of Cognitive-Linguistic and Home Environment Factors on Pinyin Reading Development

Autor/inn/en	Inoue, Tomohiro; Zhang, Su-Zhen; Georgiou, George K.
Titel	Direct and Indirect Effects of Cognitive-Linguistic and Home Environment Factors on Pinyin Reading Development
Quelle	In: Educational Psychology, 42 (2022) 8, S.991-1007 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Inoue, Tomohiro) ORCID (Georgiou, George K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2022.2108767
Schlagwörter	Psycholinguistics; Family Environment; Phonological Awareness; Direct Instruction; Written Language; Orthographic Symbols; Correlation; Vocabulary Skills; Literacy; Chinese; Socioeconomic Status; Prediction; Accuracy; Reading Fluency; Reading Rate; Naming; Nonverbal Ability; Parent Child Relationship; Parent Aspiration; Kindergarten; Foreign Countries; Cognitive Processes; Cognitive Tests; Likert Scales; Story Reading; China; Cognitive Assessment System + Suchen Sie Ihr Suchwort? Psycholinguistik; Familienmilieu; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Geschriebene Sprache; Korrelation; Aktiver Wortschatz; Alphabetisierung; Schreib- und Lesefähigkeit; China; Chinesen; Socio-economic status; Sozioökonomischer Status; Vorhersage; Reading readiness; Reading speed; Lesegeschwindigkeit; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Elternwille; Ausland; Cognitive process; Kognitiver Prozess; Kognitiver Fähigkeitstest; Likert-Skala
Abstract	We examined the developmental relationship between cognitive-linguistic skills (nonverbal IQ, vocabulary, phonological awareness, rapid automatised naming [RAN]), home environment factors (direct teaching, shared book reading, access to literacy resources, parents' expectations, family's socioeconomic status [SES]), and pinyin letter knowledge in kindergarten, pinyin reading accuracy at the beginning of Grade 1, and pinyin reading fluency at the middle of Grade 1 in a sample of 159 Chinese children (mean age = 72.70 months). Results showed that phonological awareness, RAN, and direct teaching were associated with pinyin letter knowledge. RAN consistently predicted pinyin reading accuracy and fluency. Moreover, parents' expectations and family's SES predicted pinyin reading indirectly through RAN and direct teaching. These findings suggest that the cognitive-linguistic and home environment predictors of pinyin reading are similar to those for Chinese reading, except that vocabulary and access to literacy resources may be less important for pinyin reading. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01