Psychological Development and Education ›› 2018, Vol. 34 ›› Issue (1): 73-79.doi: 10.16187/j.cnki.issn1001-4918.2018.01.09

Previous Articles     Next Articles

Developmental Trends of Literacy Skills of Chinese Lower Graders: The Predicting Effects of Reading-related Cognitive Skills

HUI Yi1, ZHOU Xuelian1,2, LI Yixun1,3, DE Xiuqi4, LI Hong1, LIU Xiangping1   

  1. 1. Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education(Beijing Normal University), Faculty of Psychology, Beijing Normal University, Beijing 100875, China;
    2. Guangzhou Yuexiu District Chaotian primary school, Guangzhou 510180, China;
    3. Department of Human Development and Quantitative Methodology, University of Maryland, College Park 20742, USA;
    4. Beijing Xicheng District Fuxingmenwai First primary school 100045, China
  • Online:2018-01-15 Published:2018-01-15

PDF (PC)

Abstract: Objective:The present study aimed to examine the developmental trends of literacy skills, including character recognition, vocabulary and time-limited reading comprehension, of Chinese lower grades students in primary school, and the predicting effects of reading-related cognitive skills (morpheme awareness, orthographic awareness and rapid naming skill). Method:177 first-grade students in Beijing were followed from the beginning of grade one to grade two. Reading-related cognitive skills were measured once at the beginning and literacy skills were assessed three times across one year. Hierarchical Linear Modeling was adopted to explore the trends of literacy skills. Results and conclusions:The results showed that (a) similar significant growing trends were observed in character recognition, vocabulary and time-limited reading comprehension task among students. But the change of individual difference within each literacy skill was different. The individual difference of character recognition showed a decreasing trend, vocabulary knowledge remained stable and individual difference increased in time-limited reading comprehension task; (b) More analysis indicated that the morpheme awareness, orthographic awareness and rapid naming skill positively predicted the initial performance on character recognition and time-limited reading comprehension, while morpheme awareness not only positively predicted the initial performance on vocabulary knowledge but also the developmental speed of time-limited reading comprehension.

Key words: primary school students, literacy skills, developmental trends, reading-related cognitive skills

Carreker, S. H., Neuhaus, G. F., Swank, P. R., Johnson, P., Monfils, M. J., & Montemayor, M. L. (2007). Teachers with linguistically informed knowledge of reading subskills are associated with a matthew effect in reading comprehension for monolingual and bilingual students. Reading Psychology, 28 (2), 187-212.

Chall, J. (1979). The great debate:ten years later, with a modest proposal for reading stages. In L. G.Resnick and P. A.Weaver, Theory and Practice of Early Reading, Hillsdale, NJ:Erlbaum, 29-56.

Cheng, Y., Zhang, J., Li, H., Wu, X., Liu, H., Dong, Q., et al. (2017). Growth of compounding awareness predicts reading comprehension in young Chinese students:A longitudinal study from grade 1 to grade 2. Reading Research Quarterly, 52 (1), 91-104.

Georgiou, G. K., Parrila, R., & Papadopoulos, T. C. (2008). Predictors of word decoding and reading fluency across languages varying in orthographic consistency. Journal of Educational Psychology, 100 (3), 566-580.

Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial & Special Education, 7 (1), 6-10.

Lei, L., Pan, J., Liu, H., Mcbride-Chang, C., Li, H., Zhang, Y., et al. (2011). Developmental trajectories of reading development and impairment from ages 3 to 8 years in Chinese children. Journal of Child Psychology & Psychiatry & Allied Disciplines, 52 (2), 212-220.

Lewis, K., Sandilos, L. E., Hammer, C. S., Sawyer, B. E., & Méndez, L. I. (2016). Relations among the home language and literacy environment and children's language abilities:A study of head start dual language learners and their mothers. Early Education and Development, 27 (4), 478-494.

Li, H., Shu, H., McBride-Chang, C., Liu, H., & Peng, H. (2012). Chinese children's character recognition:Visuo-orthographic, phonological processing and morphological skills. Journal of Research in Reading, 35(3), 287-307.

Parrila, R., Aunola, K., & Leskinen, E. (2005). Development of individual differences in reading:Results from longitudinal studies in English and Finnish. Journal of Educational Psychology, 97 (3), 299-319.

Pfost, M., Dörfler, T., & Artelt, C. (2012). Reading competence development of poor readers in a German elementary school sample:An empirical examination of the matthew effect model. Journal of Research in Reading, 35 (4), 411-426.

Ramírez-Esparza, N., García-Sierra, A., & Kuhl, P. K. (2017). The impact of early social interactions on later language development in Spanish-English bilingual infants. Child Development, 88 (4), 1216-1234.

Samuelsson, S. (2011). Are there any matthew effects in literacy and cognitive development? Scandinavian Journal of Educational Research, 55 (2), 181-196.

Scott, G. (2005). Reinterpreting the development of reading skills. Reading Research Quarterly, 40 (2), 184-202.

Song, S., Su, M., Kang, C., Liu, H., Zhang, Y., Mcbride-Chang, C., et al. (2015). Tracing children's vocabulary development from preschool through the school-age years:an 8-year longitudinal study. Developmental Science, 18 (1), 119-131.

Xue, J., Shu, H., Li, H., Li, W., & Tian, X. (2013). The stability of literacy-related cognitive contributions to Chinese character naming and reading fluency. Journal of Psycholinguistic Research, 42 (5), 433-450.

Yeung, P. S., Ho, S. H., Chan, W. O., & Chung, K. H. (2014). What are the early indicators of persistent word reading difficulties among Chinese readers in elementary grades? Dyslexia, 20 (2), 119-145.

董琼, 李虹, 伍新春, 饶夏溦, 朱瑾. (2014). 语素意识、语音意识和快速命名在学前儿童言语能力发展中的预测作用:来自追踪研究的证据. 心理与行为研究, 12 (2), 207-211.

董琼, 李虹, 伍新春, 潘敬儿, 张玉平, 阮氏芳. (2012). 汉语发展性阅读障碍儿童的阅读相关认知技能缺陷. 中国临床心理学杂志, 20 (6), 798-801.

刘红云, 张雷. (2005). 追踪数据分析方法及其应用. 北京:教育科学出版社, 141-143.

张积家, 王惠萍. (1996). 汉字词的正字法深度与阅读时间的研究. 心理学报, 28 (4), 337-344.
[1] ZHANG Yuping, DONG Qiong, SONG Shuang, SHU Hua. The Developmental Trajectories of Reading Abilities in Chinese Lower Graders and the Predictability of Early Reading-related Cognitive Skills [J]. Psychological Development and Education, 2023, 39(2): 210-218.
[2] GAO Wen, ZHU Jinhui, FANG Zhen. Negative Prediction of Father Involvement on Aggressive Behaviors among Primary School Students: The Partial Mediating Effect of Maternal Parenting Stress [J]. Psychological Development and Education, 2020, 36(1): 84-93.
[3] LIU Ying, CHAI Xiaoyun, GONG Shaoying, SANG Biao. The Influence of Parents' Autonomous Motivation on Primary School Students' Emotions in Mathematics Homework:The Role of Students' Autonomous Motivation and Teacher Support [J]. Psychological Development and Education, 2017, 33(5): 577-586.
[4] HU Weiping, ZHAO Xiaomei, JIA Peiyuan, CHEN Yinghe. The Effect of Learn to Think Online Program on Creativity of Primary School Students: Moderating Effects of Cognitive Style [J]. Psychological Development and Education, 2017, 33(3): 257-264.
[5] SHI Baoguo, WANG Lijing, XU Li, LIU Xia. Effects of Teacher-student Relationships on Students' Creativity: A Moderated Mediation Model [J]. Psychological Development and Education, 2016, 32(2): 175-182.
[6] DI Miaoci, LIU Rude, GAO Qin, WANG Jia, WEI Jun, TANG Ming. Regulatory Focus and Life Satisfaction in Primary School Students: The Mediating Effect of Coping Style [J]. Psychological Development and Education, 2015, 31(3): 327-333.
[7] JIA Xiao-juan, HU Wei-ping, WU Bao-jun. The Cultivation of Primary School Students’ Learning Motivation:a Five-year Longitudinal Study [J]. Psychological Development and Education, 2012, 28(2): 184-192.
[8] WANG Xiao-chen, LI Qi-wei, LI Qing. A Preliminary Study on PASS Cognitive Processing Deficit of Chinese Developmental Dyslexia [J]. Psychological Development and Education, 2011, 27(6): 569-576.
[9] CHEN Qing-fei, LEI Yi, LI Hong. The Influence of Color,Size,Shape Similarity and Difference on Children’s Inductive Reasoning [J]. Psychological Development and Education, 2011, 27(1): 17-24.
[10] CHEN Qing-fei, LEI Yi, LI Hong. The Effect of Difference between Premises on Diversity-based Reasoning of Children [J]. Psychological Development and Education, 2010, 26(5): 457-464.
[11] LI Yan-fang, WANG Ying, ZHENG Yu-ping, DONG Qi. Primary School Students’ English Classroom Anxiety and the Effect of Teachers’ Teaching Behavior on It [J]. Psychological Development and Education, 2010, 26(1): 42-47.
[12] LI Yan-fang, GUAN Yi-jie, LOU Chun-fang, Dong Qi. The Developmental Trends of Chinese Children’s Oral English Output Forms [J]. Psychological Development and Education, 2009, 25(3): 26-31,38.
[13] LI Qiong, NI Yu-jing, XIAO Ning-bo. Multilevel Analysis of Effects of Teachers’ Variables on Primary School Students’ Conceptions of Mathematical Learning [J]. Psychological Development and Education, 2007, 23(2): 93-99.
[14] LI Qiong. Primary School Students’ Conceptions of Mathematics Leaning: the Study of its Structure and Feature [J]. Psychological Development and Education, 2006, 22(1): 63-68.
[15] SUN Ling, CHEN Hui-chang, PENG Xiao-ming, CHEN Xin-yin. The Development of Social Withdrawal from Early to Middle Childhood [J]. Psychological Development and Education, 2005, 21(4): 19-23.
Viewed
Full text


Abstract

Cited
  Shared   
  Discussed   
No Suggested Reading articles found!
Copyright 2018 © Editorial office of Psychological Development and Education
Supported by Beijing Magtech Co.Ltd