Cross-lagged relations between phonological awareness, rapid automatized naming, and english word reading among native Chinese-speaking children

IF 9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Learning and Individual Differences Pub Date : 2025-09-18 DOI:10.1016/j.lindif.2025.102789

Haibo Zhang , George K. Georgiou , Rui Chen , Gai Zhao , Yuyin Ding , Yao Deng , Sha Tao

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引用次数: 0

Abstract

This study aimed to examine the cross-lagged relations between English phonological awareness (EPA), English rapid automatized naming (ERAN), and word reading among native Chinese-speaking children, and the cross-linguistic effects of Chinese phonological awareness (CPA) and Chinese rapid automatized naming (CRAN) on English reading. Participants were 132 Mandarin-speaking Chinese children from Grades 2 to 5 (70 boys, 62 girls; M_age = 9.32 years, SD = 1.07) who were followed for a year. At baseline (T1) and follow-up (T2), they were assessed on EPA, ERAN, and English word reading. At T1, they were also assessed on CPA and CRAN. Cross-lagged model analysis revealed that T1 English word reading predicted T2 EPA and ERAN. There were no cross-linguistic effects of CPA and CRAN on English word reading. These findings suggest that for native Chinese-speaking children, English metalinguistic skills are influenced by their English word reading abilities and not the opposite.

Educational relevance and implications statement

For children who do not have exposure to English at home prior to going to school and learning English, their metalinguistic skills do not develop in the same way as they do for native English speakers, where metalinguistic abilities typically precede reading development. Instead, their metalinguistic skills may be “delayed” and develop after reading. Additionally, the lack of cross-linguistic effects from Chinese metalinguistic cognition to English reading suggests the need for language-specific screening tools to accurately identify potential reading difficulties in bilingual contexts.

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母语为汉语儿童语音意识、快速自动命名与英语单词阅读的交叉滞后关系

本研究旨在探讨汉语母语儿童的英语语音意识（EPA）、英语快速自动命名（ERAN）和单词阅读之间的交叉滞后关系，以及汉语语音意识（CPA）和汉语快速自动命名（CRAN）对英语阅读的跨语言影响。参与者是132名二年级至五年级讲普通话的中国儿童（70名男孩，62名女孩；年龄= 9.32岁，SD = 1.07），随访一年。在基线（T1）和随访（T2）时，对他们的EPA、ERAN和英语单词阅读进行评估。T1时对两组患者进行CPA和CRAN评估。交叉滞后模型分析显示T1英语单词阅读预测T2 EPA和ERAN。CPA和CRAN对英语单词阅读没有跨语言影响。这些发现表明，对于母语为汉语的儿童来说，英语元语言技能受到其英语单词阅读能力的影响，而不是相反。教育相关性和影响陈述对于那些在上学和学习英语之前没有在家接触英语的儿童，他们的元语言技能的发展方式与母语为英语的儿童不同，后者的元语言能力通常先于阅读发展。相反，他们的元语言技能可能会“延迟”，并在阅读后发展。此外，汉语元语言认知对英语阅读缺乏跨语言效应，这表明需要特定语言的筛选工具来准确识别双语环境中潜在的阅读困难。

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来源期刊

Learning and Individual Differences PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.60

自引率

2.80%

发文量

期刊介绍： Learning and Individual Differences is a research journal devoted to publishing articles of individual differences as they relate to learning within an educational context. The Journal focuses on original empirical studies of high theoretical and methodological rigor that that make a substantial scientific contribution. Learning and Individual Differences publishes original research. Manuscripts should be no longer than 7500 words of primary text (not including tables, figures, references).