Psychological Development and Education ›› 2023, Vol. 39 ›› Issue (2): 210-218.doi: 10.16187/j.cnki.issn1001-4918.2023.02.07

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The Developmental Trajectories of Reading Abilities in Chinese Lower Graders and the Predictability of Early Reading-related Cognitive Skills

ZHANG Yuping1, DONG Qiong2, SONG Shuang3, SHU Hua4   

  1. 1. School of Psychology, Chengdu Medical College, Chengdu 610500;
    2. School of Philosophy, Anhui University, Hefei 230039;
    3. College of Teacher Education, Capital Normal University, Beijing 100048;
    4. State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing 100875
  • Published:2023-03-11

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Abstract: The present study followed a group of 264 typical developing children to explore their developmental trajectories on both reading accuracy and reading fluency from grade 1 to grade 3 and the predicting effects of kindergarten reading-related cognitive skills (phonological awareness, rapid naming, and morphological awareness). Results from Hierarchical Linear Modeling showed: (1) reading accuracy showed a linear growth trend and individual differences among children significantly increases from grade 1 to grade 3. Phonological awareness and naming speed at age 4 significantly predicted initial performance of reading accuracy, and only morphological awareness positively predicted its developmental speed; (2) Reading fluency also showed a linear growth trend, with individual differences significantly increases from grade 1 to grade 3. Phonological awareness and rapid naming at age 4 both significantly predicted initial performance of reading fluency, but only rapid naming significantly predict its developmental speed.

Key words: reading ability, early reading-related cognitive skills, Chinese children, longitudinal study

CLC Number: 

  • G442
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