What Is in the Naming? A 5-Year Longitudinal Study of Early Rapid Naming and Phonological Sensitivity in Relation to Subsequent Reading Skills in Both Native Chinese and English as a Second Language
What Is in the Naming? A 5-Year Longitudinal Study of Early Rapid Naming and Phonological Sensitivity in Relation to Subsequent Reading Skills in Both Native Chinese and English as a Second Language
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DOI：
10.1037/a0024344
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发表时间：
2011-11-01
影响因子：
4.9
通讯作者：
Li, Hong
中科院分区：
文献类型：
--
作者：
Pan, Jinger;McBride-Chang, Catherine;Li, Hong
在262名中国儿童中，5岁时的音节意识和快速自动化命名（RAN）和6岁时发明拼音的拼写独立预测随后的8岁和10岁时的汉字识别和英语单词阅读，即使最初的汉字阅读能力进行统计控制。此外，汉语阅读流利性受RAN的预测，而不是语音敏感性，而汉语听写是唯一的预测语音敏感性，而不是RAN。最后，词汇知识成为一个独特的发展预测所有的中国识字技能测试。研究结果强调了早期语音意识和RAN的重要性，识字发展在中国作为第一语言和英语作为第二语言随着时间的推移，并建议一些差异的识字模式收购中国，与更经常的字母拼写。
Among 262 Chinese children, syllable awareness and rapid automatized naming (RAN) at age 5 years and invented spelling of Pinyin at age 6 years independently predicted subsequent Chinese character recognition and English word reading at ages 8 years and 10 years, even with initial Chinese character reading ability statistically controlled. In addition, reading fluency in Chinese was predicted by RAN but not by phonological sensitivity, whereas Chinese dictation was uniquely predicted by phonological sensitivity but not by RAN. Finally, vocabulary knowledge emerged as a unique developmental predictor of all Chinese literacy skills tested. Findings underscore the importance of both early phonological awareness and RAN for literacy development in Chinese as a first language and English as a second language over time and suggest some differences in patterns of literacy acquisition for Chinese, compared with more regular alphabetic orthographies.