Serial and discrete naming and reading in Chinese first graders: Testing predictions from the cascaded processing hypothesis

George K. GEORGIOU, Sha TAO, Sandra ROMERO, Leilei MA, Rui CHEN, Yuanyuan LI, Ningyu LIU, Lei WANG, Athanassios PROTOPAPAS

Research output: Contribution to journalArticlespeer-review

Abstract

Recent studies have suggested that—beyond automaticity and prosody—reading fluency involves parallel processing of adjacent items presented in a sequence, termed “cascaded processing.” To date, most studies examining cascaded processing have been conducted in alphabetic orthographies. Thus, the purpose of this study was to examine the cascaded processing hypothesis in Chinese. A total of 119 Grade 1 Chinese children (61 boys and 58 girls; Mage = 7.30 years, SD = 0.31) were assessed on serial and discrete naming of digits as well as on serial and discrete naming of high-frequency one- and two-character words and low-frequency one-character words presented with pinyin. Results of hierarchical regression analyses showed, first, that serial digit naming was a unique predictor of discrete naming of low-frequency one-character words and two-character words, but not of high-frequency one-character words. Second, serial digit naming was a unique predictor of reading of high-frequency one- and two-character word reading after controlling for discrete word reading. These findings suggest that Chinese first graders process high-frequency characters holistically (similar to simple digits), which then facilitates parallel processing of multiple stimuli when they are presented in a sequence. Copyright © 2023 Elsevier Inc.
Original languageEnglish
Article number105650
JournalJournal of Experimental Child Psychology
Volume231
Early online date16 Feb 2023
DOIs
Publication statusPublished - Jul 2023

Citation

Georgiou, G. K., Tao, S., Romero, S., Ma, L., Chen, R., Li, Y., . . . Protopapas, A. (2023). Serial and discrete naming and reading in Chinese first graders: Testing predictions from the cascaded processing hypothesis. Journal of Experimental Child Psychology, 231. Retrieved from https://doi.org/10.1016/j.jecp.2023.105650

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