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Cognitive Correlates of Reading Fluency in Chinese School-Aged Children
Jing Bai1,2,3; Wenlong Li4; Yang Yang5; Jianhui Wu2; Wei He6; Min Xu2,3
第一作者Jing Bai
摘要

Previous studies have showed that reading fluency is strongly associated with cognitive skills, including rapid automatized naming, phonological awareness, orthographical awareness, and so on. However, these studies are largely based on alphabetic languages, and it remains unclear which cognitive factors contribute to the development of reading fluency in logographic Chinese, a language in which the graphic forms map onto morphemes (meaning) rather than phonemes. In Study 1, we tested 179 Chinese children aged 6 to 9 on a set of cognitive tasks as well as for word reading accuracy and sentence reading fluency. The results showed that rapid naming, writing fluency, and phonological awareness significantly predicted reading fluency in both beginning and intermediate readers. In addition, while the contribution of rapid naming and writing fluency increased with grades, the effect of phonological awareness decreased. In Study 2, we examined the role of visual crowding in reading fluency in a subgroup of 86 children and found that visual crowding accounted for the unique variance of individual differences in reading fluency. The findings reflect both universal and language-specific cognitive correlates of reading fluency and provide important implications for potentially effective treatment for individuals suffering from Chinese reading disabilities, particularly in terms of reading fluency.

2020
DOI10.3389/fpsyg.2020.00903
发表期刊FRONTIERS IN PSYCHOLOGY (IF:3.800[JCR-2022],4.300[5-Year])
页码903
URL查看原文
收录类别SSCI
WOS记录号WOS:000542989500001
WOS分区Q2
引用统计
被引频次:5[WOS]   [WOS记录]     [WOS相关记录]
文献类型期刊论文
条目标识符https://ir.psych.ac.cn/handle/311026/31873
专题中国科学院行为科学重点实验室
通讯作者Wei He; Min Xu
作者单位1.College of Psychology and Sociology, Shenzhen University, Shenzhen, China,
2.Center for Brain Disorders and Cognitive Science, Shenzhen University, Shenzhen, China
3.Center for Language and Brain, Shenzhen Institute of Neuroscience, Shenzhen, China
4.School of Biomedical Engineering, Health Science Center, Shenzhen University, Shenzhen, China
5.CAS Key Laboratory of Behavioral Science, Center for Brain Science and Learning Difficulties, Institute of Psychology, Chinese Academy of Sciences, Beijing, China
6.Nanshan Educational Science Research Institute, Shenzhen, China
推荐引用方式
GB/T 7714
Jing Bai,Wenlong Li,Yang Yang,et al. Cognitive Correlates of Reading Fluency in Chinese School-Aged Children[J]. FRONTIERS IN PSYCHOLOGY,2020:903.
APA Jing Bai,Wenlong Li,Yang Yang,Jianhui Wu,Wei He,&Min Xu.(2020).Cognitive Correlates of Reading Fluency in Chinese School-Aged Children.FRONTIERS IN PSYCHOLOGY,903.
MLA Jing Bai,et al."Cognitive Correlates of Reading Fluency in Chinese School-Aged Children".FRONTIERS IN PSYCHOLOGY (2020):903.
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