Developmental changes in the contributions of phonological processing skills to Chinese character reading and arithmetic |
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| Institution: | 1. Faculty of Psychology, Beijing Normal University, Beijing, 100875, China;2. Department of Psychology, the Chinese University of Hong Kong, Hong Kong, China;1. School of Psychology, Shenzhen University, China;2. College of Education, Wenzhou University, China;1. Institute of Education, Xiamen University, 422 Siming South Road, Xiamen, 361005, China;2. School of Sociology and Anthropology, Xiamen University, 422 Siming South Road, Xiamen, 361005, China;1. Karlsruhe University of Education, Germany;2. Vorarlberg University of Education, Austria;3. Faculty of Economics and Social Sciences, University of Tübingen, Germany |
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| Abstract: | This study examined the associations of phonological processing skills with reading and arithmetic ability in Chinese kindergartners (Mage = 5.56 years), third graders (Mage = 9.72 years), and fifth graders (Mage = 11.75 years) (N = 413) of Han descent. The results showed that phonological awareness and rapid automatized naming (RAN) showed stronger relations than phonological memory with reading and arithmetic across grades. Furthermore, the associations of phonological awareness and RAN with reading were much stronger in kindergartners than in primary school children, whereas their relationships with arithmetic remained stable across grades. Among phonological skills, phonological awareness has a unique influence on arithmetic that is independent of Chinese character reading in third-graders and kindergartners. In contrast, RAN uniquely explained the variation in arithmetic skills in fifth graders when reading was statistically controlled for. These findings have important implications for understanding the co-development of reading and arithmetic across grades and raise the possibility of training in phonological awareness and/or RAN to help children at risk for learning disabilities. |
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| Keywords: | phonological Awareness Rapid automatized naming Phonological memory Reading Arithmetic |
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