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Reading in different scripts predicts different cognitive skills : Evidence from Japanese
Inoue, Tomohiro Georgiou, George K. Hosokawa, Miyuki Muroya, Naoko Kitamura, Hiroyuki Tanji, Takayuki Imanaka, Hirofumi Oshiro, Takako Parrila, Rauno
Inoue, Tomohiro
Georgiou, George K.
Hosokawa, Miyuki
Muroya, Naoko
Kitamura, Hiroyuki
Tanji, Takayuki
Imanaka, Hirofumi
Oshiro, Takako
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.
Keywords
Japanese, morphological awareness, rapid naming, vocabulary, word reading
Date
2022
Type
Journal article
Journal
Reading and Writing
Book
Volume
35
Issue
6
Page Range
1425-1448
Article Number
ACU Department
Faculty of Education and Arts
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Relation URI
Source URL
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled