What Is in the Naming? A 5-Year Longitudinal Study of Early Rapid Naming and Phonological Sensitivity in Relation to Subsequent Reading Skills in Both Native Chinese and English as a Second Language

Autor/inn/en	Pan, Jinger; McBride-Chang, Catherine; Shu, Hua; Liu, Hongyun; Zhang, Yuping; Li, Hong
Titel	What Is in the Naming? A 5-Year Longitudinal Study of Early Rapid Naming and Phonological Sensitivity in Relation to Subsequent Reading Skills in Both Native Chinese and English as a Second Language
Quelle	In: Journal of Educational Psychology, 103 (2011) 4, S.897-908 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0024344
Schlagwörter	Invented Spelling; Reading Fluency; Phonological Awareness; Chinese; Literacy; Reading Skills; Vocabulary Development; English (Second Language); Longitudinal Studies; Second Language Learning; Prediction; Developmental Stages; Contrastive Linguistics + Suchen Sie Ihr Suchwort? Rechtschreibdidaktik; China; Chinesen; Alphabetisierung; Schreib- und Lesefähigkeit; Reading skill; Lesefertigkeit; Wortschatzarbeit; English as second language; English; Second Language; Englisch als Zweitsprache; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Zweitsprachenerwerb; Vorhersage; Linguistics; Kontrastive Linguistik
Abstract	Among 262 Chinese children, syllable awareness and rapid automatized naming (RAN) at age 5 years and invented spelling of Pinyin at age 6 years independently predicted subsequent Chinese character recognition and English word reading at ages 8 years and 10 years, even with initial Chinese character reading ability statistically controlled. In addition, reading fluency in Chinese was predicted by RAN but not by phonological sensitivity, whereas Chinese dictation was uniquely predicted by phonological sensitivity but not by RAN. Finally, vocabulary knowledge emerged as a unique developmental predictor of all Chinese literacy skills tested. Findings underscore the importance of both early phonological awareness and RAN for literacy development in Chinese as a first language and English as a second language over time and suggest some differences in patterns of literacy acquisition for Chinese, compared with more regular alphabetic orthographies. (Contains 5 tables.) (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