TY - JOUR
T1 - Reading in different scripts predicts different cognitive skills
T2 - evidence from Japanese
AU - Inoue, Tomohiro
AU - Georgiou, George K.
AU - Hosokawa, Miyuki
AU - Muroya, Naoko
AU - Kitamura, Hiroyuki
AU - Tanji, Takayuki
AU - Imanaka, Hirofumi
AU - Oshiro, Takako
AU - Parrila, Rauno
N1 - Funding Information:
This research was supported by the Japan Society for the Promotion of Science (JSPS KAKENHI Grant Number 18K13223) to Tomohiro Inoue.
Publisher Copyright:
© 2021, The Author(s), under exclusive licence to Springer Nature B.V.
PY - 2021
Y1 - 2021
N2 - 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.
AB - 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.
KW - Japanese
KW - Morphological awareness
KW - Rapid naming
KW - Vocabulary
KW - Word reading
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U2 - 10.1007/s11145-021-10228-4
DO - 10.1007/s11145-021-10228-4
M3 - Article
AN - SCOPUS:85120076454
SN - 0922-4777
JO - Reading and Writing
JF - Reading and Writing
ER -