What is in the naming? A 5-year longitudinal study of early rapid naming and phonological sensitivity in relation to subsequent reading skills in both native Chinese and English as a second language

Jinger PAN, Catherine MCBRIDE-CHANG, Hua SHU, Hongyun LIU, Yuping ZHANG, Hong LI

Research output: Contribution to journalArticles

91 Citations (Scopus)

Abstract

Among 262 Chinese children, syllable awareness and rapid automatized naming (RAN) at age 5 years and invented spelling of Pinyin at age 6 years independently predicted subsequent Chinese character recognition and English word reading at ages 8 years and 10 years, even with initial Chinese character reading ability statistically controlled. In addition, reading fluency in Chinese was predicted by RAN but not by phonological sensitivity, whereas Chinese dictation was uniquely predicted by phonological sensitivity but not by RAN. Finally, vocabulary knowledge emerged as a unique developmental predictor of all Chinese literacy skills tested. Findings underscore the importance of both early phonological awareness and RAN for literacy development in Chinese as a first language and English as a second language over time and suggest some differences in patterns of literacy acquisition for Chinese, compared with more regular alphabetic orthographies. Copyright © 2011 American Psychological Association.
Original languageEnglish
Pages (from-to)897-908
JournalJournal of Educational Psychology
Volume103
Issue number4
DOIs
Publication statusPublished - 2011

Citation

Pan, J., McBride-Chang, C., Shu, H., Liu, H., Zhang, Y., & Li, H. (2011). What is in the naming? A 5-year longitudinal study of early rapid naming and phonological sensitivity in relation to subsequent reading skills in both native Chinese and English as a second language. Journal of Educational Psychology, 103(4), 897-908. doi: 10.1037/a0024344

Keywords

  • Rapid naming
  • Phonological sensitivity
  • Chinese children
  • Dictation
  • Reading

Fingerprint Dive into the research topics of 'What is in the naming? A 5-year longitudinal study of early rapid naming and phonological sensitivity in relation to subsequent reading skills in both native Chinese and English as a second language'. Together they form a unique fingerprint.