Executive Functioning Skills Uniquely Predict Chinese Word Reading

Autor/inn/en	Chung, Kevin K. H.; McBride-Chang, Catherine
Titel	Executive Functioning Skills Uniquely Predict Chinese Word Reading
Quelle	In: Journal of Educational Psychology, 103 (2011) 4, S.909-921 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0024744
Schlagwörter	Reading Comprehension; Metalinguistics; Phonological Awareness; Short Term Memory; Word Recognition; Foreign Countries; Vocabulary Development; Kindergarten; Inhibition; Morphology (Languages); Cognitive Ability; Chinese; Language Acquisition; Hong Kong + Suchen Sie Ihr Suchwort? Leseverstehen; Metalanguage; Metasprache; Kurzzeitgedächtnis; Worterkennung; Ausland; Wortschatzarbeit; Hemmung; Morphology; Morphologie; Denkfähigkeit; China; Chinesen; Sprachaneignung; Spracherwerb; Hongkong
Abstract	Eighty-five Hong Kong Chinese children were tested across both the 2nd and 3rd years of kindergarten (ages 4-5 years) on tasks of inhibitory control, working memory, vocabulary knowledge, phonological awareness, morphological awareness, and word reading. With age, vocabulary knowledge, and metalinguistic skills statistically controlled, the combination of working memory and inhibitory control together independently explained approximately 14%-16% of the variance in word reading at both ages. Furthermore, the executive functioning skills as a block contributed unique variance to word reading at Time 2, even when word recognition at Time 1 was statistically controlled. These findings highlight the unique importance of executive functioning skills, even beyond vocabulary knowledge and metalinguistic awareness, for the development of Chinese word recognition in beginning readers of Chinese. (Contains 5 tables and 1 footnote.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10