Bidirectional Relations among Paired Associate Learning, Language-Specific Skills and Chinese Word Reading in Kindergarten Children

Autor/inn/en	Liu, Catrina; Chung, Kevin Kien Hoa
Titel	Bidirectional Relations among Paired Associate Learning, Language-Specific Skills and Chinese Word Reading in Kindergarten Children
Quelle	In: Early Education and Development, 33 (2022) 4, S.723-738 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liu, Catrina) ORCID (Chung, Kevin Kien Hoa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2021.1912549
Schlagwörter	Kindergarten; Young Children; Foreign Countries; Paired Associate Learning; Phonological Awareness; Orthographic Symbols; Word Recognition; Decoding (Reading); Executive Function; Psychomotor Skills; Inhibition; Self Control; Mandarin Chinese; Reading Skills; China + Suchen Sie Ihr Suchwort? Frühe Kindheit; Ausland; Worterkennung; Dekodierung; Psychomotorische Aktivität; Hemmung; Selbstbeherrschung; Reading skill; Lesefertigkeit
Abstract	Research Findings: This study investigated the bidirectional relations among paired associate learning (PAL), language-specific skills and Chinese word reading in kindergarten children from second year (K2) to third year (K3). We tested 204 children on four mapping conditions of PAL (i.e., visual-verbal, verbal-verbal, visual-visual, and verbal-visual), phonological awareness, orthographic knowledge, executive functioning skills of working memory and inhibition, visual-motor integration, and Chinese word reading. Results of cross-lagged panel analysis showed that Chinese word reading uniquely predicted subsequent development of PAL and the language-specific skills of phonological awareness and orthographic knowledge, but not vice versa. Furthermore, the bidirectional associations between PAL and orthographic knowledge were not found in this study. The covariates of inhibition and visual-motor integration were also found to play crucial roles in the development of PAL. Practice or Policy: Together, these findings suggest that the process of learning to read modifies and refines the development of PAL and language-specific skills in beginning readers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01