Longitudinal associations between metalinguistic awareness, executive functions, and Chinese character reading: A network analysis

被引:0
作者
Zhao, Yiwei [1 ]
Wu, Guowei [2 ]
Meng, Xiangzhi [3 ]
Georgiou, George K. [4 ]
Yang, Xiujie [1 ]
机构
[1] Beijing Normal Univ, Fac Psychol, Natl Demonstrat Ctr Expt Psychol Educ, Beijing Key Lab Appl Expt Psychol, 19 Xinjiekouwai Ave, Beijing 100875, Peoples R China
[2] Chinese Acad Sci, Inst Psychol, Beijing 100101, Peoples R China
[3] Peking Univ, Sch Psychol & Cognit Sci, Beijing Key Lab Behav & Mental Hlth, Beijing 100871, Peoples R China
[4] Univ Alberta, Dept Educ Psychol, Edmonton, AB T6G 2G5, Canada
基金
中国国家自然科学基金;
关键词
Metalinguistic awareness; Inhibitory control; Working memory; Chinese character reading; Network analysis; MORPHOLOGICAL AWARENESS; PHONOLOGICAL AWARENESS; HONG-KONG; SKILLS; FLUENCY; ENGLISH; ACCURACY; COMPREHENSION; RECOGNITION; MATHEMATICS;
D O I
10.1007/s10212-024-00916-4
中图分类号
G44 [教育心理学];
学科分类号
0402 ; 040202 ;
摘要
Using behavioral network analysis, the present study aimed to examine the relation between various cognitive-linguistic skills and Chinese character reading in children from preschool to primary school. A cohort of 172 Chinese children (41.3% female; Mage = 5.74 +/- 0.32 years) were followed from the end of kindergarten (T1) to first grade (T2) and end of Grade 3 (T3), and were assessed on cognitive-linguistic skills (i.e., orthographic awareness, morphological awareness, rapid automatized naming, and phonological awareness), executive functions, and character reading. Behavioral network analysis showed that the association between orthographic awareness and Chinese character reading was significant at T1 and T2 but faded by T3. Morphological awareness displayed no significant correlation with Chinese character reading at T1 and T2, while this correlation strengthened at T3. Rapid automatized naming consistently demonstrated a significant correlation with Chinese character reading across all three time points. In contrast, phonological awareness, inhibitory control, and working memory failed to exhibit a significant correlation with Chinese character reading at all three time points. The findings shed light on the unique and evolving roles of metalinguistic skills in shaping Chinese character reading during this developmental stage.
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页数:20
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