Cognitive Mechanism Underlying the Relationship between Rapid Automatized Naming and Reading: A Longitudinal Study on Bilingual Children

Autor/in	Yeung, Susanna S.
Titel	Cognitive Mechanism Underlying the Relationship between Rapid Automatized Naming and Reading: A Longitudinal Study on Bilingual Children
Quelle	In: Reading Psychology, 37 (2016) 8, S.1196-1211 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
DOI	10.1080/02702711.2016.1193582
Schlagwörter	Bilingual Students; Kindergarten; Longitudinal Studies; Naming; Reading; Cognitive Processes; Phonology; Orthographic Symbols; Chinese; English (Second Language); Foreign Countries; Intelligence Tests; Regression (Statistics); Hong Kong; Raven Progressive Matrices + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Leseprozess; Lesen; Cognitive process; Kognitiver Prozess; Fonologie; China; Chinesen; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Intelligence test; Intelligenztest; Regression; Regressionsanalyse; Hongkong
Abstract	Rapid automatized naming has been demonstrated as an important correlate of various reading outcomes. However, the cognitive mechanism underlying the RAN-reading relationship is not well understood. The primary goal of this study is to evaluate three major theoretical accounts for the RAN--reading relationship: phonological processing account, orthographic processing account, and speed of processing explanation. Each theoretical account would lead to different predictions on cross-language transfer of RAN to reading. One-hundred twenty nine Chinese-English bilinguals were followed from Age 4 to Age 5. They were assessed at two time points for their word reading and RAN in Chinese and English. Both concurrent and longitudinal cross-language transfers of RAN to reading were examined. The cross-language transfers from English RAN to Chinese reading were found both concurrently and longitudinally but no transfer from Chinese RAN to English reading. Our results supported the orthographic processing account. Theoretical implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01