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Article: Learning to read in Chinese: Evidence for reciprocal relationships between word reading and oral language skills

TitleLearning to read in Chinese: Evidence for reciprocal relationships between word reading and oral language skills
Authors
KeywordsLanguage
Longitudinal study
Reading
Reciprocal relationships
Issue Date2019
PublisherBlackwell Publishing Ltd. The Journal's web site is located at http://www.blackwellpublishing.com/journals/DESC
Citation
Developmental Science, 2019, v. 22 n. 1, p. article no. e12745 How to Cite?
AbstractThis study investigates the longitudinal predictors of the development of Chinese word reading skills and potential bidirectional relationships between Chinese word reading and oral language skills. We examine, in a 2‐year longitudinal study, a wide range of theoretically important predictors (phonological awareness, tone awareness, morphological awareness, visual skills, rapid automatized naming, Pinyin knowledge, and vocabulary knowledge) of reading in 143 primary‐school children living in mainland China. Initial levels of reading were predicted by vocabulary knowledge, phonological awareness, and visual discrimination skills. Only initial reading levels predicted growth in reading. Initial reading also predicted growth in vocabulary knowledge and morphological construction. This pattern demonstrates that the early stages of learning to read in Chinese places demands on semantic (vocabulary) and visual skills in addition to phonological skills. Furthermore, early levels of word reading predict the growth of vocabulary knowledge and morphological awareness suggesting that the development of these oral language skills is facilitated by learning to read.
Persistent Identifierhttp://hdl.handle.net/10722/260608
ISSN
2017 Impact Factor: 4.078
2015 SCImago Journal Rankings: 2.914
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorHulme, C-
dc.contributor.authorZhou, L-
dc.contributor.authorTong, X-
dc.contributor.authorLervåg, A-
dc.contributor.authorBurgoyne, K-
dc.date.accessioned2018-09-14T08:44:25Z-
dc.date.available2018-09-14T08:44:25Z-
dc.date.issued2019-
dc.identifier.citationDevelopmental Science, 2019, v. 22 n. 1, p. article no. e12745-
dc.identifier.issn1363-755X-
dc.identifier.urihttp://hdl.handle.net/10722/260608-
dc.description.abstractThis study investigates the longitudinal predictors of the development of Chinese word reading skills and potential bidirectional relationships between Chinese word reading and oral language skills. We examine, in a 2‐year longitudinal study, a wide range of theoretically important predictors (phonological awareness, tone awareness, morphological awareness, visual skills, rapid automatized naming, Pinyin knowledge, and vocabulary knowledge) of reading in 143 primary‐school children living in mainland China. Initial levels of reading were predicted by vocabulary knowledge, phonological awareness, and visual discrimination skills. Only initial reading levels predicted growth in reading. Initial reading also predicted growth in vocabulary knowledge and morphological construction. This pattern demonstrates that the early stages of learning to read in Chinese places demands on semantic (vocabulary) and visual skills in addition to phonological skills. Furthermore, early levels of word reading predict the growth of vocabulary knowledge and morphological awareness suggesting that the development of these oral language skills is facilitated by learning to read.-
dc.languageeng-
dc.publisherBlackwell Publishing Ltd. The Journal's web site is located at http://www.blackwellpublishing.com/journals/DESC-
dc.relation.ispartofDevelopmental Science-
dc.rightsThe definitive version is available at www.blackwell-synergy.com-
dc.subjectLanguage-
dc.subjectLongitudinal study-
dc.subjectReading-
dc.subjectReciprocal relationships-
dc.titleLearning to read in Chinese: Evidence for reciprocal relationships between word reading and oral language skills-
dc.typeArticle-
dc.identifier.emailTong, X: xltong@hku.hk-
dc.identifier.authorityTong, X=rp01546-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1111/desc.12745-
dc.identifier.pmid30159970-
dc.identifier.scopuseid_2-s2.0-85054308376-
dc.identifier.hkuros290983-
dc.identifier.volume22-
dc.identifier.issue1-
dc.identifier.spagearticle no. e12745-
dc.identifier.epagearticle no. e12745-
dc.identifier.isiWOS:000453368400014-
dc.publisher.placeUnited Kingdom-

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