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1.
This longitudinal study investigated the bidirectional relationships between executive functioning (EF), visual skills, Chinese and English word reading abilities in children transitioning to primary school. A total of 165 children in Hong Kong were followed from the third year of kindergarten (Time 1) (mean age: 62.80 months, SD: 3.74) to the first year of primary school (Time 2) (mean age: 77.25 months, SD: 4.60). Assessments for measuring EF, visual skills, phonological awareness, morphological awareness, and Chinese and English word reading were administered to the children at the two time points. Results of cross-lagged panel analyses revealed that after age, phonological awareness, and morphological awareness were controlled, EF and visual skills exhibited a bidirectional relationship. Furthermore, EF and word reading in Chinese or English reciprocally predicted each other during the school transition period after other skills were controlled. However, visual skills and word reading in Chinese or English did not predict each other. These findings highlight the close associations between EF and visual skills as well as the importance of EF in learning to read Chinese and English in kindergarten and early primary school. 相似文献
2.
AbstractThe present study aimed to examine the potential importance of orthographic flexibility for Chinese reading acquisition. Orthographic flexibility is a novel concept that represents the ability to manage and switch attention among multiple aspects of orthographic information. A total of 92 Chinese kindergarten children at age 6 were assessed on measures of orthographic flexibility, orthographic knowledge, executive functions (EF) skills (i.e. cognitive flexibility and working memory) and Chinese word reading. Results of hierarchical regressions showed that orthographic flexibility uniquely and significantly contributed to word reading beyond the effects of established predictors, namely orthographic knowledge and EF skills. Path analysis further indicated that orthographic flexibility significantly mediated the contribution of EF skills to word reading. These findings provided theoretical insights into the linkage between domain-general EF skills and domain-specific reading ability. The present study also provided practical implication that training on orthographic flexibility in addition to orthographic knowledge could be beneficial to early acquisition of Chinese word reading. 相似文献
3.
Beyond phonological skills: broader language skills contribute to the development of reading 总被引：2，自引：0，他引：2
This paper reports a study that followed the development of reading skills in 72 children from the age of 8.5 to 13 years. Each child was administered tests of reading, oral language, phonological skills and nonverbal ability at time 1 and their performance on tests of reading comprehension, word recognition, nonword decoding and exception word reading was assessed at time 2. In addition to phonological skills, three measures of non‐phonological oral language tapping vocabulary knowledge and listening comprehension were unique concurrent predictors of both reading comprehension and word recognition at time 1. Importantly, all three measures of oral language skill also contributed unique variance to individual differences in reading comprehension, word recognition and exception word reading four and a half years later, even when the autoregressive effects of early reading skill were controlled. Moreover, the extent to which a child's word recognition departed from the level predicted from their decoding ability correlated with their oral language skills. These findings suggest that children's oral language proficiency, as well as their phonological skills, influences the course of reading development. 相似文献
4.
Paul L. Morgan George Farkas Marianne M. Hillemeier Wik Hung Pun Steve Maczuga 《Child development》2019,90(5):1802-1816
Whether and to what extent kindergarten children's executive functions (EF) constitute promising targets of early intervention is currently unclear. This study examined whether kindergarten children's EF predicted their second-grade academic achievement and behavior. This was done using (a) a longitudinal and nationally representative sample (N = 8,920, Mage = 97.6 months), (b) multiple measures of EF, academic achievement, and behavior, and (c) extensive statistical control including for domain-specific and domain-general lagged dependent variables. All three measures of EF—working memory, cognitive flexibility, and inhibitory control—positively and significantly predicted reading, mathematics, and science achievement. In addition, inhibitory control negatively predicted both externalizing and internalizing problem behaviors. Children's EF constitute promising targets of experimentally evaluated interventions for increasing academic and behavioral functioning. 相似文献
5.
While the critical importance of phonological awareness (segmental phonology) to reading ability is well established, the potential role of prosody (suprasegmental phonology) in reading development has only recently been explored. This study examined the relationship between children's prosodic skills and reading ability. Hierarchical multiple regression analyses examined the unique contribution of word‐level and phrase‐level prosodic skills to the prediction of three concurrent measures of reading ability in 81 fourth‐grade children (mean age 9.3 years). After controlling for phonological awareness and general rhythmic sensitivity, children's prosodic skills predicted unique variation in word‐reading accuracy and in reading comprehension. Phrase‐level prosodic skills, assessed by means of a reiterative speech task, predicted unique variance in reading comprehension, after controlling for word reading accuracy, phonological awareness and general rhythmic sensitivity. These results add to the growing body of evidence of the importance of prosodic skills in reading development. 相似文献
6.
This study aimed to test a four-wave sequential mediation model linking mother–child attachment to children's school readiness through child executive functioning (EF) and prosociality in toddlerhood and the preschool years. Mother–child attachment security was assessed when children (N = 255) were aged 15 months and 2 years, child EF at age 2, prosocial behavior at age 4, and finally cognitive school readiness in kindergarten (age 6). The results revealed three indirect pathways linking attachment to school readiness: one through EF only, one through prosocial behavior only, and a last pathway involving both EF and prosocial behavior serially. These findings suggest that secure attachment may equip children with both cognitive and social skills that are instrumental to their preparedness for school. 相似文献
7.
Sarah P. McGeown Rhona S. Johnston Emma Medford 《Learning and individual differences》2012,22(3):360-364
This study examined the cognitive skills associated with early reading development when children were taught by different types of instruction. Seventy-nine children (mean age at pre-test 4;10 (.22 S.D.) and post-test 5;03 (.21 S.D.)) were taught to read either by an eclectic approach which included sight-word learning, guessing from context and analytic phonics, or by a synthetic phonics approach, where children were taught solely to sound and blend letters to read unfamiliar words. The results illustrated differences in the skills supporting children's word reading based on their method of reading instruction. For the eclectic group, pre-test letter knowledge, vocabulary and rhyming skills predicted later reading ability, whereas for the synthetic phonics group, letter knowledge, phonemic awareness and memory span predicted later reading skill. The results suggest that children will draw upon different cognitive skills when reading if they are taught to use different word recognition strategies. 相似文献
8.
We examined the bidirectional relations between home literacy environment, reading interest, and children’s emergent literacy and reading skills in a sample of 172 English-speaking Canadian children (Mage = 75.87 months) followed from Grade 1 to Grade 3. Results of cross-lagged analysis revealed that the reading comprehension activities (RCA) at home positively predicted children's reading skills at the end of Grade 2 and the reading skills negatively predicted the RCA in Grade 3. Parent-rated reading interest was bidirectionally related to reading skills, whereas child-rated reading interest was only predicted by earlier reading skills, but not vice versa. These findings suggest that parents are sensitive to their children’s reading performance and modify their involvement accordingly. 相似文献
9.
This study investigated whether the effect of exposure to code-switching on bilingual children's language performance varied depending on verbal working memory (WM). A large sample of school-aged Spanish–English bilingual children (N = 174, Mage = 7.78) was recruited, and children were administered language measures in English and Spanish. The frequency with which the children were exposed to code-switching was gathered through parent report. For children with high verbal WM, greater exposure to code-switching was associated with higher levels of language ability. In contrast, for children with lower verbal WM, greater exposure to code-switching was associated with lower levels of language ability. These findings indicate that children's cognitive processing capacity dictates whether exposure to code-switching facilitates or hinders language skills. 相似文献
10.
Despite rapidly growing research on parental influences on children's executive function (EF), the uniqueness and specificity of parental predictors and links between adult EF and parenting remain unexamined. This 13-month longitudinal study of 117 parent–child dyads (60 boys; Mage at Time 1 = 3.94 years, SD = 0.53) included detailed observational coding of parent–child interactions and assessed adult and child EF and child verbal ability (VA). Supporting a differentiated view of parental influence, negative parent–child interactions and parental scaffolding showed unique and specific associations with child EF, whereas the home learning environment and parental language measures showed global associations with children's EF and VA. 相似文献
11.
The present study investigated the relationships between socioeconomic status (SES) and word reading in both Chinese (L1) and English (L2), with children's cognitive/linguistic skills considered as mediators and/or moderators. One hundred ninety‐nine Chinese kindergarteners in Hong Kong with diverse SES backgrounds participated in this study. SES explained unique variance in English word reading even after age, phonological processing, vocabulary and working memory were controlled. However, the effect of SES on Chinese word reading became nonsignificant when these control variables were included. Moreover, phonological awareness showed a full mediating effect on the relationship between SES and Chinese word reading. Both phonological awareness and vocabulary were found to partially mediate the association between SES and English word reading. These findings complement our understanding of the relation between SES and reading development in Chinese societies and may have policy or intervention development implications. 相似文献
12.
Elizabeth G. Conlon Melanie J. Zimmer‐Gembeck Peter A. Creed Melinda Tucker 《Journal of Research in Reading》2006,29(1):11-32
This study evaluated a model of reading skills among early adolescents (N=174). Measures of family history, achievement, cognitive processes and self‐perceptions of abilities were obtained. Significant relationships were found between family history and children's single‐word reading skills, spelling, reading comprehension, orthographic processing and children's perceived reading competence. While children with poor reading skills were five times more likely to come from a family with a history of reading difficulties, this measure did not account for additional variance in reading performance after other variables were included. Phonological, orthographic, rapid sequencing and children's perceived reading competence made significant independent contributions towards reading and spelling outcomes. Reading comprehension was explained by orthographic processing, nonverbal ability, children's attitudes towards reading and word identification. Thus, knowledge of family history and children's attitudes and perceptions towards reading provides important additional information when evaluating reading skills among a normative sample of early adolescents. 相似文献
13.
Emily C. Merz Elaine A. Maskus Samantha A. Melvin Xiaofu He Kimberly G. Noble 《Child development》2020,91(3):846-860
The mechanisms underlying socioeconomic disparities in children's reading skills are not well understood. This study examined associations among socioeconomic background, home linguistic input, brain structure, and reading skills in 5-to-9-year-old children (N = 94). Naturalistic home audio recordings and high-resolution, T1-weighted MRI scans were acquired. Children who experienced more adult–child conversational turns or adult words had greater left perisylvian cortical surface area. Language input mediated the association between parental education and left perisylvian cortical surface area. Language input was indirectly associated with children's reading skills via left perisylvian surface area. Left perisylvian surface area mediated the association between parental education and children's reading skills. Language experience may thus partially explain socioeconomic disparities in language-supporting brain structure and in turn reading skills. 相似文献
14.
Xiuli Tong Catherine McBride-Chang Hua Shu Anita M-Y. Wong 《Scientific Studies of Reading》2013,17(5):426-452
This 1-year longitudinal study examined the extent to which morphological awareness, orthographic knowledge, and phonological awareness, along with speeded naming, uniquely explained word recognition, dictation (i.e., spelling), and reading comprehension among 171 young Hong Kong Chinese children. With age and vocabulary knowledge statistically controlled, both morphological awareness and orthographic knowledge were uniquely associated with all three concurrently measured literacy skills, as well as longitudinal measures of specific literacy skills. Naming speed was also uniquely associated with concurrent word reading, as well as all three literacy skills longitudinally, even with their autoregressive effects controlled. Analyses of children's spelling mistakes indicated that 97% and 95% of all errors were either morpholexically or orthographically based at times 1 and 2, respectively. Morphologically based spelling errors were also uniquely associated with all three literacy skills across time. Findings underscore the importance of morphological awareness and orthographic knowledge for Chinese literacy acquisition. 相似文献
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16.
Language and Cognitive Predictors of Text Comprehension: Evidence From Multivariate Analysis 
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下载免费PDF全文 Young‐Suk Kim 《Child development》2015,86(1):128-144
Using data from children in South Korea (N = 145, Mage = 6.08), it was determined how low‐level language and cognitive skills (vocabulary, syntactic knowledge, and working memory) and high‐level cognitive skills (comprehension monitoring and theory of mind [ToM]) are related to listening comprehension and whether listening comprehension and word reading mediate the relations of language and cognitive skills to reading comprehension. Low‐level skills predicted comprehension monitoring and ToM, which in turn predicted listening comprehension. Vocabulary and syntactic knowledge were also directly related to listening comprehension, whereas working memory was indirectly related via comprehension monitoring and ToM. Listening comprehension and word reading completely mediated the relations of language and cognitive skills to reading comprehension. 相似文献
17.
This study examined the joint effects of home environment and center-based child care quality on children's language, communication, and early literacy development, while also considering prior developmental level. Participants were 95 children (46 boys), assessed as toddlers (mean age = 26.33 months; Time 1) and preschoolers (mean age = 68.71 months; Time 2) and their families. At both times, children attended center-based child care classrooms in the metropolitan area of Porto, Portugal. Results from hierarchical linear models indicated that home environment and preschool quality, but not center-based toddler child care quality, were associated with children's language and literacy outcomes at Time 2. Moreover, the quality of preschool classrooms moderated the association between home environment quality and children's language and early literacy skills – but not communication skills – at Time 2, suggesting the positive cumulative effects of home environment and preschool quality. Findings further support the existence of a detrimental effect of low preschool quality on children's language and early literacy outcomes: positive associations among home environment quality and children's developmental outcomes were found to reduce substantially when children attended low-quality preschool classrooms. 相似文献
18.
We investigated the longitudinal relations between cognitive skills, specifically language-related skills, and word-problem solving in 340 children (6.10–9.02 years). We used structural equation modeling to examine whether word-problem solving, computation skill, working memory, nonverbal reasoning, oral language, and word reading fluency measured at second grade were associated with performance on measures of word-problem solving in fourth grade. Results indicated that prior word-problem solving, computation skill, nonverbal reasoning, and oral language were significantly associated with children’s later word-problem solving. Multi-group modeling suggested that these relations were not significantly different for boys versus girls. Implications of these findings are discussed. 相似文献
19.
Predictors of word‐reading ability in 7‐year‐olds: analysis of data from a U.K. cohort study 下载免费PDF全文
下载免费PDF全文 Ginny Russell Obioha C. Ukoumunne Denise Ryder Jean Golding Brahm Norwich 《Journal of Research in Reading》2018,41(1):58-78
Previous U.K. population‐based studies have found associations amongst early speech and language difficulties, socioeconomic disadvantage and children's word‐reading ability later on. We examine the strength of these associations in a recent U.K. population‐based birth cohort. Analyses were based on 13,680 participants. Linear regression models were fitted to identify factors that were associated with word‐reading score at the age of 7 years. Path analysis models were fitted to examine phonological skills as a mediator of the relationships. We found that male gender, preterm birth, naming vocabulary at age five, concerns about speech and language, maternal education, type of housing tenure, lone parenting, parent attachment and frequency of reading to the child were all independently associated with word reading. For each of these predictors, there was evidence suggesting that a substantial proportion of the effect may be mediated by phonological skills (ranging from 52 to 89%). Despite policy intervention, many of the same risk factors identified in previous studies still predict children's word‐reading ability in the United Kingdom. Results support the phonological model, with phonological skills on the pathway to word reading.
What is already known about this topic?
- A range of studies has implicated poor socioeconomic background and disadvantaged family circumstances as risks for children's poor word reading.
- Good early development of language skills is firmly established as a pathway to promoting reading ability.
- Not all poor readers show deficits in phonological skills, although such deficits correlate highly with reading difficulties.
What this paper adds
- This is an original analysis of factors in a recent cohort of U.K. children, using stratified sampling to be representative of the U.K. population as a whole.
- A range of child‐specific, family socioeconomic and family relationship factors were independently associated with word‐reading ability when children were age seven.
- For each of the predictors, there was evidence suggesting that a substantial proportion of the effect, if causal, may be mediated by phonological skills (ranging from 52 to 89%).
Implications for theory, policy or practice
- Despite policy intervention, many of the same risk factors identified in older studies still predict children's word‐reading ability in the United Kingdom.
- Results lend weight to the phonological model, where deficits in phonological skills are on the pathway to word reading.
20.
This study investigated whether different types of ordering skills were related to mathematics achievement in children (n = 100) in middle childhood, after the effects of age, socio-economic status, IQ, and processing speed were taken into account. The relations between ordering skills and magnitude processing were also investigated, as well as the possibility that some of the shared variance between math and reading is explained by ordering abilities. The ordering tasks included the ordering of familiar numerical and non-numerical sequences, a parental report of children’s everyday ordering skills, and an order working memory task. Three magnitude processing tasks (symbolic and non-symbolic comparison and number line estimation), were also administered, as well as measures of inhibition and spatial working memory. From this set of measures, number ordering, order working memory and number line estimation emerged as the most important predictors of mathematics skills. We found that number ordering mediated the effect of both symbolic and non-symbolic comparison skills on mathematics, further confirming that this task captures some essential skills related to mathematics. Additionally, order working memory mediated the effect of both number comparison and reading skills on math. Finally, whereas non-symbolic comparison and number line estimation are considered important indicators of magnitude processing skills, there was no relationship between these abilities, but there was a correlation between each of these abilities and reading skills, with number line estimation also mediating the effect of reading skills on math. These novel findings could contribute to a better understanding of the basic processes underlying math ability, and why math and reading are strongly related in typical populations and in children with learning difficulties. 相似文献