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Bai J, Li W, Yang Y, et al. Cognitive Correlates of Reading Fluency in Chinese School-Aged Children. Front Psychol. 2020;11:903doi: 10.3389/fpsyg.2020.00903.
Bai, J., Li, W., Yang, Y., Wu, J., He, W., & Xu, M. (2020). Cognitive Correlates of Reading Fluency in Chinese School-Aged Children. Frontiers in psychology, 11903. https://doi.org/10.3389/fpsyg.2020.00903
Bai, Jing, et al. "Cognitive Correlates of Reading Fluency in Chinese School-Aged Children." Frontiers in psychology vol. 11 (2020): 903. doi: https://doi.org/10.3389/fpsyg.2020.00903
Bai J, Li W, Yang Y, Wu J, He W, Xu M. Cognitive Correlates of Reading Fluency in Chinese School-Aged Children. Front Psychol. 2020 Jun 04;11:903. doi: 10.3389/fpsyg.2020.00903. eCollection 2020. PMID: 32581901; PMCID: PMC7287183.
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Front Psychol. 2020 Jun 04;11:903. doi: 10.3389/fpsyg.2020.00903. eCollection 2020.

Cognitive Correlates of Reading Fluency in Chinese School-Aged Children.

Frontiers in psychology

Jing Bai, Wenlong Li, Yang Yang, Jianhui Wu, Wei He, Min Xu

Affiliations

  1. College of Psychology and Sociology, Shenzhen University, Shenzhen, China.
  2. Center for Brain Disorders and Cognitive Science, Shenzhen University, Shenzhen, China.
  3. Center for Language and Brain, Shenzhen Institute of Neuroscience, Shenzhen, China.
  4. School of Biomedical Engineering, Health Science Center, Shenzhen University, Shenzhen, China.
  5. CAS Key Laboratory of Behavioral Science, Center for Brain Science and Learning Difficulties, Institute of Psychology, Chinese Academy of Sciences, Beijing, China.
  6. Nanshan Educational Science Research Institute, Shenzhen, China.

PMID: 32581901 PMCID: PMC7287183 DOI: 10.3389/fpsyg.2020.00903

Abstract

Previous studies have showed that reading fluency is strongly associated with cognitive skills, including rapid automatized naming, phonological awareness, orthographical awareness, and so on. However, these studies are largely based on alphabetic languages, and it remains unclear which cognitive factors contribute to the development of reading fluency in logographic Chinese, a language in which the graphic forms map onto morphemes (meaning) rather than phonemes. In Study 1, we tested 179 Chinese children aged 6 to 9 on a set of cognitive tasks as well as for word reading accuracy and sentence reading fluency. The results showed that rapid naming, writing fluency, and phonological awareness significantly predicted reading fluency in both beginning and intermediate readers. In addition, while the contribution of rapid naming and writing fluency increased with grades, the effect of phonological awareness decreased. In Study 2, we examined the role of visual crowding in reading fluency in a subgroup of 86 children and found that visual crowding accounted for the unique variance of individual differences in reading fluency. The findings reflect both universal and language-specific cognitive correlates of reading fluency and provide important implications for potentially effective treatment for individuals suffering from Chinese reading disabilities, particularly in terms of reading fluency.

Copyright © 2020 Bai, Li, Yang, Wu, He and Xu.

Keywords: Chinese; phonological awareness; rapid automatized naming; reading fluency; visual crowding; writing fluency

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