Why Does Rapid Naming Predict Chinese Word Reading?

Autor/inn/en	Shum, Kathy Kar-man; Au, Terry Kit-fong
Titel	Why Does Rapid Naming Predict Chinese Word Reading?
Quelle	In: Language Learning and Development, 13 (2017) 1, S.127-142 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shum, Kathy Kar-man)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-5441
DOI	10.1080/15475441.2016.1232651
Schlagwörter	Naming; Foreign Countries; Reading Ability; Phonological Awareness; Grade 2; Reading Fluency; Reading Difficulties; Reading Achievement; Correlation; Elementary School Students; English (Second Language); Second Language Learning; Intelligence Tests; Decoding (Reading); Chinese; Predictor Variables; Orthographic Symbols; Hong Kong; Raven Progressive Matrices + Suchen Sie Ihr Suchwort? Ausland; Reading competence; Lesekompetenz; School year 02; 2. Schuljahr; Schuljahr 02; Reading difficulty; Leseschwierigkeit; Leseleistung; Korrelation; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Intelligence test; Intelligenztest; Dekodierung; China; Chinesen; Prädiktor; Hongkong
Abstract	Rapid automatized naming (RAN) robustly predicts early reading abilities across languages, but its underlying mechanism remains unclear. This study found that RAN associated significantly with processing speed but not with phonological awareness or orthographic knowledge in 89 Hong Kong Chinese second-graders. RAN overlaps more with processing speed (18% of individual variation) in predicting word reading fluency, than with phonological (4%) or orthographic awareness (3%), suggesting that processing speed contributed more strongly to the RAN-reading fluency relation in Chinese. Nonetheless, RAN remained significant in predicting Chinese word-level reading fluency when all other cognitive tasks were taken into account, suggesting that no single construct can fully explain RAN's relation to reading, but that multiple components influence this relation. Moreover, when reading abilities in second language English were considered, the association between RAN and word reading fluency was marginally stronger in Chinese than in English. Implications for mechanisms underlying the RAN-reading relation are discussed. (As Provided).
Anmerkungen	Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01