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Cognitive Correlates of Reading Fluency in Chinese School-Aged Children | |
Jing Bai1,2,3; Wenlong Li4; Yang Yang5![]() ![]() | |
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 | |
DOI | 10.3389/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 | |
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. |
条目包含的文件 | ||||||
文件名称/大小 | 文献类型 | 版本类型 | 开放类型 | 使用许可 | ||
Bai_Front Psy.pdf(525KB) | 期刊论文 | 作者接受稿 | 开放获取 | CC BY-NC-SA | 浏览 下载 |
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