Reading in different scripts predicts different cognitive skills : Evidence from Japanese

Journal article

Inoue, Tomohiro, Georgiou, George K., Hosokawa, Miyuki, Muroya, Naoko, Kitamura, Hiroyuki, Tanji, Takayuki, Imanaka, Hirofumi, Oshiro, Takako and Parrila, Rauno. (2022). Reading in different scripts predicts different cognitive skills : Evidence from Japanese. Reading and Writing. 35(6), pp. 1425-1448. https://doi.org/10.1007/s11145-021-10228-4
AuthorsInoue, Tomohiro, Georgiou, George K., Hosokawa, Miyuki, Muroya, Naoko, Kitamura, Hiroyuki, Tanji, Takayuki, Imanaka, Hirofumi, Oshiro, Takako and Parrila, Rauno
Abstract

We examined whether developing reading skills in the two scripts of Japanese, syllabic Hiragana and morphographic Kanji, had differential effects on underlying cognitive skills. One hundred ninety-one Japanese children (97 girls, 94 boys; Mage = 100.23 months) were assessed on rapid automatized naming (RAN), vocabulary, morphological awareness, visual-spatial skills, Hiragana reading fluency, and Kanji character recognition at the end of Grade 2 and again at the end of Grade 3. Results of cross-lagged analysis showed that Hiragana reading fluency in Grade 2 predicted RAN and visual-spatial skills in Grade 3, and Kanji character recognition in Grade 2 predicted vocabulary in Grade 3, even when the same skills in Grade 2 were controlled. Taken together, these findings suggest that the nature of the script children learn can influence how developing reading skills affect their cognitive underpinnings.

KeywordsJapanese; morphological awareness; rapid naming; vocabulary; word reading
Year2022
JournalReading and Writing
Journal citation35 (6), pp. 1425-1448
PublisherSpringer
ISSN0922-4777
Digital Object Identifier (DOI)https://doi.org/10.1007/s11145-021-10228-4
Scopus EID2-s2.0-85120076454
Page range1425-1448
FunderJapan Society for the Promotion of Science (JSPS)
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online29 Nov 2021
Publication process dates
Accepted11 Nov 2021
Deposited05 Jul 2023
Grant ID18K13223
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