Rapid automatised naming is related to reading and arithmetic for different reasons in Chinese: Evidence from Hong Kong third graders

IF 2 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading Pub Date : 2024-07-01 DOI:10.1111/1467-9817.12464

Duo Liu, Lei Wang, Terry Tin-Yau Wong, R. Malatesha Joshi

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引用次数: 0

Abstract

Background

Rapid automatised naming (RAN) has been found to predict children's reading and arithmetic abilities. However, the underlying mechanisms for its involvement in the two abilities are not clear. This study examines how RAN shared variances with domain-general and domain-specific abilities in predicting reading and arithmetic in Chinese children.

Methods

One hundred and sixty-four children (mean age = 8 years 0 months, SD = 4 months) were administered with RAN tasks, word reading and arithmetic tasks and measures of working memory, processing speed, morphological awareness, phonological awareness and number line estimation.

Results

RAN mainly shared variance with morphological awareness in predicting word reading, while it shared variance with processing speed and number line estimation in predicting arithmetic calculation.

Conclusions

The findings indicated that RAN was related to reading and arithmetic for different reasons. The RAN–reading relationship partly reflected the semantic facilitation of the orthography–phonology links for both RAN stimuli and Chinese characters, while the RAN–arithmetic relationship partly reflected the shared process of retrieving semantic information from long-term memory embedded in the two tasks.

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快速自动命名与中文阅读和算术的关系各有不同：来自香港三年级学生的证据

研究发现，快速自动命名（RAN）可预测儿童的阅读和算术能力。然而，其参与这两种能力的内在机制尚不清楚。本研究对 164 名儿童（平均年龄 = 8 岁 0 个月，标准差 = 4 个月）进行了快速自动命名任务、单词阅读和算术任务以及工作记忆、处理速度、形态认知、语音认知和数列估算的测量。在预测单词阅读时，RAN 主要与形态认知共享方差，而在预测算术计算时，RAN 与处理速度和数列估计共享方差。RAN与阅读的关系部分反映了RAN刺激和汉字的正字法-音形联系对语义的促进作用，而RAN与计算的关系部分反映了这两项任务中蕴含的从长时记忆中检索语义信息的共同过程。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Research in Reading Multiple-

CiteScore

4.50

自引率

0.00%

发文量

期刊介绍： Journal of Research in Reading provides an international forum for researchers into literacy. It is a refereed journal, principally devoted to reports of empirical studies in reading and related fields, and to informed reviews of relevant literature. The journal welcomes papers researching issues related to the learning, teaching and use of literacy in a variety of contexts; papers on the history and development of literacy; papers about policy and strategy for literacy as related to children and adults. Journal of Research in Reading encourages papers within any research paradigm and from researchers in any relevant field such as anthropology, cultural studies, education, history of education, language and linguistics, philosophy, psychology and sociology.