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
Authors | Inoue, Tomohiro, Georgiou, George K., Hosokawa, Miyuki, Muroya, Naoko, Kitamura, Hiroyuki, Tanji, Takayuki, Imanaka, Hirofumi, Oshiro, Takako and Parrila, Rauno |
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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. |
Keywords | Japanese; morphological awareness; rapid naming; vocabulary; word reading |
Year | 2022 |
Journal | Reading and Writing |
Journal citation | 35 (6), pp. 1425-1448 |
Publisher | Springer |
ISSN | 0922-4777 |
Digital Object Identifier (DOI) | https://doi.org/10.1007/s11145-021-10228-4 |
Scopus EID | 2-s2.0-85120076454 |
Page range | 1425-1448 |
Funder | Japan Society for the Promotion of Science (JSPS) |
Publisher's version | License All rights reserved File Access Level Controlled |
Output status | Published |
Publication dates | |
Online | 29 Nov 2021 |
Publication process dates | |
Accepted | 11 Nov 2021 |
Deposited | 05 Jul 2023 |
Grant ID | 18K13223 |
https://acuresearchbank.acu.edu.au/item/8z3q7/reading-in-different-scripts-predicts-different-cognitive-skills-evidence-from-japanese
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