Cognitive Abilities Related to Reading and Writing Skills in Chinese Third-grade Children
Cognitive Abilities Related to Reading and Writing Skills in Chinese Third-grade Children
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DOI：
10.17977/um005v7i12023p144
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发表时间：
2023-01
期刊：
影响因子：
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通讯作者：
Jieping Ou;Ami Sambai;Hong Pei;A. Uno;Hiroki Yoneda
中科院分区：
文献类型：
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作者：
Jieping Ou;Ami Sambai;Hong Pei;A. Uno;Hiroki Yoneda
本研究分析了汉语儿童的认知能力对汉语阅读和写作能力的预测作用。本研究以浙江省宁波市140名小学三年级学生为被试，考察了他们的视觉认知能力，包括视觉感知和记忆能力、命名速度、词汇知识、语音技能、非言语智力和读写能力。多元回归分析的结果显示，视觉记忆和语音意识分别对单词和非单词阅读准确性有显著的预测作用。阅读速度对单词、非单词和段落的阅读速度有显著影响。我们的研究结果还表明，单词和非单词阅读的成绩预测写作成绩以及。视觉记忆和语音意识是阅读汉语的关键，而命名速度是影响汉语阅读流利性的重要因素。本研究结果对筛选汉语阅读障碍者的有用任务设计具有一定的指导意义。
In this study, we analysed the cognitive abilities that predict reading and writing attainment in the Chinese language for Mandarin-speaking children. A total of 140 Chinese third-graders studying in Ningbo, Zhejiang were evaluated for their visual cognition including visual perception and memory, naming speed, vocabulary knowledge, phonological skills, nonverbal intelligence, and abilities to read and write. The results of multiple regression analyses revealed that word and nonword reading accuracy were predicted to a significant degree by visual memory and phonological awareness, respectively. Naming speed significantly contributed to the reading speeds regarding words, nonwords, and paragraphs. Our results also showed that the scores in word and nonword reading predicted the scores of writing as well. Visual memory and phonological awareness are essential for reading Chinese accurately, while naming speed is an important factor for Chinese reading fluency. The present results have implications regarding the design of useful tasks that screen poor readers of Chinese.