title: The stability of literacy-related cognitive contributions to Chinese character naming and reading fluency.
abstract: The present study examined the developmental issue of cognitive factors that explain Chinese literacy. Phonological awareness, rapid automatized naming, short-term memory, orthographic awareness and morphological awareness and two literacy tasks (character naming and reading fluency) were administered to 408 second-graders, 428 fourth-graders and 496 six-graders. Results from linear regression analysis and path analysis model showed that the five reading-related cognitive constructs explained unique variances in character naming. Second, character naming is primary for reading fluency after controlling other cognitive constructs; third, the relation between the cognitive factors and literacy changes significantly as a function of reading skills. Results give a clear direction to understanding Chinese reading development.
authors.affiliation: State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing, 100875, China.
authors.forename: Jin
authors.initials: J
authors.lastname: Xue
authors.forename: Hua
authors.initials: H
authors.lastname: Shu
authors.forename: Hong
authors.initials: H
authors.lastname: Li
authors.forename: Wenling
authors.initials: W
authors.lastname: Li
authors.forename: Xiaomei
authors.initials: X
authors.lastname: Tian
mesh_terms: D002648:Child; D002657:Child Development / Q000502:physiology*; D002681:China; D003071:Cognition / Q000502:physiology*; D005260:Female; D006801:Humans; D007804:Language Development; D007807:Language Tests; D008297:Male; D009483:Neuropsychological Tests; D011932:Reading