Psychological Development and Education ›› 2009, Vol. 25 ›› Issue (3): 1-8.

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Difference of Cognitive Skills between Good and Poor Readers of Preschool and Primary School

LI Hong1,2, SHU Hua1,2   

  1. 1. Beijing Key Lab of Applied Experimental Psychology, School of psychology, Beijing Normal University, Beijing 100875;
    2. State Key Lab for Cognitive Neuroscience and Learning, Beijing Normal University, Beijing 100875
  • Online:2009-07-15 Published:2009-07-15

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Abstract: Tasks tapping phonological awareness, morphological awareness, rapid automatized naming, visual skills, orthographic knowledge, and Chinese character recognition were administered to 193 kindergartners and 291 primary school students.Results underscore the importance of some dimensions of meta-linguistic awareness for both very early and intermediate Chinese reading acquisition.Only syllable deletion, and morphological construction, were unique correlates of Chinese character recognition in kindergartners.Among primary school children, the independent correlates of word recognition were rime detection, homophone judgment, and morpheme production.Speeded number-naming task was a good predictor for all children across grades.The orthographic awareness instead of visual skills played an important role in Chinese children's reading development when they entered primary school.

Key words: reading development, phonological awareness, morphological awareness, cognitive skills

CLC Number: 

  • B844.1
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