|Developmental trajectories of reading development and impairment from ages 3 to 8 years in Chinese children|
|Lei, Lin1,7; Pan, Jinger1; Liu, Hongyun2; McBride-Chang, Catherine3; Li, Hong2; Zhang, Yuping1; Chen, Lang1,8; Tardif, Twila4,5; Liang, Weilan6; Zhang, Zhixiang6; Shu, Hua1|
|关键词||Morphological awareness grammar vocabulary knowledge phonological awareness rapid automatized naming (RAN)|
|刊名||JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY|
|收录类别||SCI ; SSCI|
|WOS标题词||Social Sciences ; Science & Technology|
|类目[WOS]||Psychology, Developmental ; Psychiatry ; Psychology|
|研究领域[WOS]||Psychology ; Psychiatry|
|关键词[WOS]||LANGUAGE IMPAIRMENT ; MORPHOLOGICAL AWARENESS ; PHONOLOGICAL AWARENESS ; NONWORD REPETITION ; DYSLEXIA ; SKILLS ; KNOWLEDGE ; MARKERS ; MEMORY ; RISK|
Early prediction of reading disabilities in Chinese is important for early remediation efforts. In this 6-year longitudinal study, we investigated the early cognitive predictors of reading skill in a statistically representative sample of Chinese children from Beijing.
Two hundred sixty-one (261) native Chinese children were administered seven language-related skills over three years between the ages of 3 and 6 years. Performances on these skills were then examined in relation to subsequent word reading accuracy and fluency. Individual differences in developmental profiles across tasks were then estimated using growth mixture modeling.
Four developmental trajectories were classified - the typical (control), catch-up (with low initial cognitive performances but adequate subsequent reading), literacy-related-cognitive-delay (with difficulties in morphological awareness, phonological awareness, and speeded naming and subsequent word recognition), and language-delay (relatively low across all tasks) groups.
Findings suggest that the combination of phonological awareness, rapid naming and morphological awareness are essential in the early prediction of later reading difficulties in Chinese children.
|项目编号||2120298 ; IRT0710 ; 0350272 ; 30870758|
|资助机构||Hong Kong Research Grant Council, Hong Kong ; Program for Changjiang Scholars and Innovative Research Team in University ; US Natural Science Foundation ; Natural Science Foundation of China|
|作者单位||1.Beijing Normal Univ, State Key Lab Cognit Neurosci & Learning, Beijing 100875, Peoples R China|
2.Beijing Normal Univ, Sch Psychol, Beijing 100875, Peoples R China
3.Chinese Univ Hong Kong, Dept Psychol, Hong Kong, Hong Kong, Peoples R China
4.Univ Michigan Ann Arbor, Dept Psychol, Ann Arbor, MI USA
5.Univ Michigan Ann Arbor, Ctr Human Growth & Dev, Ann Arbor, MI USA
6.Peking Univ, Hosp 1, Beijing, Peoples R China
7.Univ Elect Sci & Technol, Sch Polit Sci & Publ Adm, Hefei, Peoples R China
8.Univ Wisconsin Madison, Dept Psychol, Madison, WI 53706 USA
|Lei, Lin,Pan, Jinger,Liu, Hongyun,et al. Developmental trajectories of reading development and impairment from ages 3 to 8 years in Chinese children[J]. JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY,2011,52(2):212-220.|
|APA||Lei, Lin.,Pan, Jinger.,Liu, Hongyun.,McBride-Chang, Catherine.,Li, Hong.,...&Shu, Hua.(2011).Developmental trajectories of reading development and impairment from ages 3 to 8 years in Chinese children.JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY,52(2),212-220.|
|MLA||Lei, Lin,et al."Developmental trajectories of reading development and impairment from ages 3 to 8 years in Chinese children".JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY 52.2(2011):212-220.|