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Kou JW, Fan LY, Chen HC, Chen SY, Hu X, Zhang K, Kovelman I, Chou TL. Neural substrates of L2-L1 transfer effects on phonological awareness in young Chinese-English bilingual children. Neuroimage 2024; 291:120592. [PMID: 38548037 PMCID: PMC11032115 DOI: 10.1016/j.neuroimage.2024.120592] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/09/2023] [Revised: 03/24/2024] [Accepted: 03/25/2024] [Indexed: 04/02/2024] Open
Abstract
The growing trend of bilingual education between Chinese and English has contributed to a rise in the number of early bilingual children, who were exposed to L2 prior to formal language instruction of L1. The L2-L1 transfer effect in an L1-dominant environment has been well established. However, the threshold of L2 proficiency at which such transfer manifests remains unclear. This study investigated the behavioral and neural processes involved when manipulating phonemes in an auditory phonological task to uncover the transfer effect in young bilingual children. Sixty-two first graders from elementary schools in Taiwan were recruited in this study (29 Chinese monolinguals, 33 Chinese-English bilinguals). The brain activity was measured using fNIRS (functional near-infrared spectroscopy). Bilingual children showed right lateralization to process Chinese and left lateralization to process English, which supports more on the accommodation effect within the framework of the assimilation-accommodation hypothesis. Also, compared to monolinguals, bilingual children showed more bilateral frontal activation in Chinese, potentially reflecting a mixed influence from L2-L1 transfer effects and increased cognitive load of bilingual exposure. These results elucidate the developmental adjustments in the neural substrates associated with early bilingual exposure in phonological processing, offering valuable insights into the bilingual learning process.
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Affiliation(s)
- Jia-Wei Kou
- Department of Psychology, National Taiwan University, Taipei, Taiwan
| | - Li-Ying Fan
- Department of Education, National Taipei University of Education, Taipei, Taiwan
| | - Hsin-Chin Chen
- Department of Psychology, National Chung Cheng University, Chiayi, Taiwan
| | - Shiou-Yuan Chen
- Department of Early Childhood Education, University of Taipei, Taipei, Taiwan
| | - Xiaosu Hu
- Department of Psychology, University of Michigan, Ann Arbor, MI, USA
| | - Kehui Zhang
- Department of Psychology, University of Michigan, Ann Arbor, MI, USA
| | - Ioulia Kovelman
- Department of Psychology, University of Michigan, Ann Arbor, MI, USA
| | - Tai-Li Chou
- Department of Psychology, National Taiwan University, Taipei, Taiwan.
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2
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Savage R, Maiorino K, Gavin K, Horne-Robinson H, Georgiou G, Deacon H. Contrasting Direct Instruction in Morphological Decoding and Morphological Inquiry-Analysis Interventions in Grade 3 Children With Poor Morphological Awareness. JOURNAL OF LEARNING DISABILITIES 2024; 57:120-136. [PMID: 37056038 DOI: 10.1177/00222194231161117] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/09/2023]
Abstract
We report on a school-based randomized control trial study comparing two morphological interventions with untaught controls: one focusing on direct instruction targeting print morphological decoding (direct decoding condition) and the other on inquiry-focused pedagogy using oral morphological analysis (inquiry-analysis condition). We identified 63 Grade 3 children with below-average morphological awareness following screening (from N = 163). This sub-sample showed average pseudoword decoding but poor language and word reading abilities. Following a 13-week supplemental intervention randomized within the 63 children, results showed a statistically significant main effect of intervention on standardized reading vocabulary measures at immediate post-test in the direct decoding condition. Pre-test morphological awareness moderated reading vocabulary effects for the untaught control group. Statistically significant moderation of growth in sentence comprehension at post- by pre-test morphological awareness was also evident in the inquiry-analysis condition. Universal screening for below-average morphological awareness followed by inquiry-based or direct instruction interventions focusing on the meaning dimensions of morphemes may be modestly efficacious for supporting reading vocabulary and sentence comprehension in such at risk learners, potentially aiding school-wide literacy improvement.
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Affiliation(s)
- Robert Savage
- York University, Toronto, Ontario, Canada
- University College London, UK
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3
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Li M, Georgiou G, Kirby JR, Frijters JC, Zhao W, Wang T. Reading Fluency in Chinese Children With Reading Disabilities and/or ADHD: A Key Role for Morphology. JOURNAL OF LEARNING DISABILITIES 2023; 56:467-482. [PMID: 36314581 DOI: 10.1177/00222194221131569] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
The Triangle Model of Reading proposes that phonology, orthography, and semantics are crucial to understand word reading and reading disability (RD). Morphology has been added as a binding agent to this model. However, it is unclear how these variables relate to word reading in children with attention deficit/hyperactivity disorder (ADHD) or comorbid ADHD and RD (ADHD+RD). This study examined the performance of Chinese children with RD, ADHD, or ADHD+RD in phonology, orthography, semantics, and morphology, and investigated whether morphology made an additional contribution beyond the other skills in explaining word reading fluency. Participants were 151 Grade 1 to 3 Chinese students: RD (n = 31), ADHD (n = 43), ADHD+RD (n = 27), and typically developing controls (TD, n = 50). Results indicated that children with ADHD+RD (a) showed similar performance to RD and ADHD in tone awareness, orthographic legality, and homophone morpheme awareness; (b) had similar performance to RD but worse than ADHD in phonology, semantics, and morpheme production; and (c) had more severe deficits than RD and ADHD in orthographic reversal, morpheme identification, and homograph awareness. Morphology significantly predicted word reading fluency beyond the other skills, and its predictive effect was more salient for ADHD+RD, ADHD, and TD. The findings provide evidence of both shared and additive effects of RD and ADHD. Morphology may be an important diagnostic factor in identifying Chinese reading and behavioral deficit groups and a worthwhile target for intervention.
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Affiliation(s)
- Miao Li
- University of Houston, Houston, TX, USA
| | | | | | | | - Wei Zhao
- Shaanxi Normal University, Xi'an, Shaanxi, China
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Zhang D, Ke S, Anglin-Jaffe H, Yang J. Morphological Awareness and DHH Students' Reading-Related Abilities: A Meta-Analysis of Correlations. JOURNAL OF DEAF STUDIES AND DEAF EDUCATION 2023; 28:333-349. [PMID: 37474585 PMCID: PMC10516335 DOI: 10.1093/deafed/enad024] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/23/2023] [Revised: 06/14/2023] [Accepted: 06/26/2023] [Indexed: 07/22/2023]
Abstract
This article presents the first meta-analysis on correlations of morphological awareness (MA) with reading-related abilities in deaf and hard-of-hearing (DHH) students (k = 14, N = 556). The results showed high mean correlations of MA with all three reading-related abilities: rs = 0.610, 0.712, and 0.669 (all ps < 0.001), respectively, for word reading, vocabulary knowledge, and reading comprehension. A set of moderator analysis was conducted of language, DHH students' age/reading stage and degree of hearing loss, and task type. The correlation of MA with word reading was significantly stronger in alphabetic than in non-alphabetic languages, and for fluency than accuracy; for vocabulary knowledge, the correlation was significantly stronger for production MA tasks than for judgment tasks; for reading comprehension, derivational MA tasks showed a stronger correlation than those having a mixed focus on inflection and derivation. While no other moderator effects were significant, the correlations for subsets of effect sizes were largely high for a moderator. These findings reaffirmed the importance of morphology in DHH students' reading development. The present synthesis, while evidencing major development of research on the metalinguistic underpinnings of reading in DHH students, also showed that the literature on MA is still very limited.
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Affiliation(s)
- Dongbo Zhang
- University of Exeter, Exeter, Devon EX1 2LU, United Kingdom
| | - Sihui Ke
- The Hong Kong Polytechnic University, Hong Kong
| | | | - Junhui Yang
- University of Central Lancashire, Preston, Lancashire PR1 2HE, United Kingdom
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5
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Liu J, Zhang Y. Language Experience Modulates the Visual N200 Response for Disyllabic Chinese Words: An Event-Related Potential Study. Brain Sci 2023; 13:1321. [PMID: 37759922 PMCID: PMC10527298 DOI: 10.3390/brainsci13091321] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/13/2023] [Revised: 09/02/2023] [Accepted: 09/12/2023] [Indexed: 09/29/2023] Open
Abstract
Prior event-related potential (ERP) research on how the brain processes non-alphabetic scripts like Chinese has identified an N200 component related to early visual processing of Chinese disyllabic words. An enhanced N200 response was observed when similar prime-target pairs were presented, but it was not elicited when native Chinese speakers read Korean Hangul, a script resembling Chinese characters. This led to the proposal that N200 was not a universal marker for orthographic processing but rather specific and unique to Chinese. However, there was uncertainty due to the absence of Korean participants in the previous research. The impact of language experience on N200 remains unclear. To address this, the present pilot ERP study included three adult groups (totaling 30 participants) with varying language proficiency levels. The participants judged if randomly presented words were Chinese or Korean, while the ERP responses were recorded. The behavioral data showed high accuracy across the groups. The reaction times differed between the groups with the native speakers responding faster. The N200 patterns varied across the groups. Both Chinese native speakers and Chinese-as-second-language learners showed stronger N200 responses for Chinese words compared to Korean words regardless of whether an adaptive or a fixed-time window was used for the N200 quantification, but this was not the case for Korean native speakers. Our cross-linguistic study suggests that N200 is not exclusive to Chinese orthography. Instead, it reflects general visual processing sensitive to both orthographic features and learning experience.
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Affiliation(s)
- Jiang Liu
- Department of Languages, Literatures and Cultures, Linguistics Program, University of South Carolina, Columbia, SC 29208, USA
| | - Yang Zhang
- Department of Speech-Language-Hearing Sciences & Masonic Institute for the Developing Brain, University of Minnesota, Minneapolis, MN 55455, USA
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6
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Zhang L, Han Z, Zhang Y. Editorial: Reading acquisition of Chinese as a second/foreign language. Front Psychol 2023; 14:1185195. [PMID: 37425171 PMCID: PMC10327593 DOI: 10.3389/fpsyg.2023.1185195] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/13/2023] [Accepted: 06/13/2023] [Indexed: 07/11/2023] Open
Affiliation(s)
- Linjun Zhang
- School of Chinese as a Second Language, Peking University, Beijing, China
| | - Zaizhu Han
- State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing, China
| | - Yang Zhang
- Department of Speech-Language-Hearing Sciences and Masonic Institute for the Developing Brain, University of Minnesota, Minneapolis, MN, United States
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7
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Xie R, Xia Y, Wu X, Zhao Y, Chen H, Sun P, Feng J. Role of compounding awareness in vocabulary knowledge among Chinese children with blindness and sightedness. RESEARCH IN DEVELOPMENTAL DISABILITIES 2023; 136:104469. [PMID: 36889170 DOI: 10.1016/j.ridd.2023.104469] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/05/2021] [Revised: 01/27/2023] [Accepted: 02/28/2023] [Indexed: 06/18/2023]
Abstract
This study aimed to examine the role of compounding awareness in vocabulary knowledge acquisition among Chinese children with blindness compared to sighted children during the early (grades 1-3) and late (grades 4-6) primary school years, through a sample of 142 children with blindness. Regression analysis was used to explore the distinctive role of compounding awareness in vocabulary knowledge among children with blindness. First, the children's age, working memory, and rapid automatized naming were entered. Phonological awareness was entered in the second step, and compounding awareness was entered in the third and final steps. The results of regression analysis indicated that compounding awareness was a unique predictor of vocabulary knowledge among both children with blindness and sightedness during the early and late primary education levels. Moreover, the results showed that compounding awareness predicted more variation at the early primary level, especially among children with blindness. In particular, the results of this study highlight the essential and unique role of compounding awareness in the acquisition of vocabulary at the primary level among both children with blindness and sightedness.
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Affiliation(s)
- Ruibo Xie
- School of Psychology, Intelligent Laboratory of Child and Adolescent Mental Health and Crisis Intervention of Zhejiang Province, Zhejiang Normal University, Jinhua, 321004, China
| | - Yue Xia
- School of Psychology, Intelligent Laboratory of Child and Adolescent Mental Health and Crisis Intervention of Zhejiang Province, Zhejiang Normal University, Jinhua, 321004, China
| | - Xinchun Wu
- Faculty of Psychology, Beijing Key Laboratory of Applied Experimental Psychology, Research Center of Children's Reading and Learning, Beijing Normal University, Beijing 100875, China; School of Applied Psychology, Beijing Normal University at Zhuhai, Zhuhai 519087, China.
| | - Ying Zhao
- School of Psychology, Nanjing Normal University, Nanjing, 210000, China
| | - Hongjun Chen
- Faculty of Psychology, Beijing Key Laboratory of Applied Experimental Psychology, Research Center of Children's Reading and Learning, Beijing Normal University, Beijing 100875, China
| | - Peng Sun
- Faculty of Psychology, Beijing Key Laboratory of Applied Experimental Psychology, Research Center of Children's Reading and Learning, Beijing Normal University, Beijing 100875, China
| | - Jie Feng
- Beijing Electronic Science and Technology Institute, Beijing, 100070, China
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8
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Sun X, Marks RA, Eggleston RL, Zhang K, Yu CL, Nickerson N, Caruso V, Chou TL, Hu XS, Tardif T, Booth JR, Beltz AM, Kovelman I. Sources of Heterogeneity in Functional Connectivity During English Word Processing in Bilingual and Monolingual Children. NEUROBIOLOGY OF LANGUAGE (CAMBRIDGE, MASS.) 2023; 4:198-220. [PMID: 37229508 PMCID: PMC10205148 DOI: 10.1162/nol_a_00092] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 06/01/2022] [Accepted: 11/10/2022] [Indexed: 05/27/2023]
Abstract
Diversity and variation in language experiences, such as bilingualism, contribute to heterogeneity in children's neural organization for language and brain development. To uncover sources of such heterogeneity in children's neural language networks, the present study examined the effects of bilingual proficiency on children's neural organization for language function. To do so, we took an innovative person-specific analytical approach to investigate young Chinese-English and Spanish-English bilingual learners of structurally distinct languages. Bilingual and English monolingual children (N = 152, M(SD)age = 7.71(1.32)) completed an English word recognition task during functional near-infrared spectroscopy neuroimaging, along with language and literacy tasks in each of their languages. Two key findings emerged. First, bilinguals' heritage language proficiency (Chinese or Spanish) made a unique contribution to children's language network density. Second, the findings reveal common and unique patterns in children's patterns of task-related functional connectivity. Common across all participants were short-distance neural connections within left hemisphere regions associated with semantic processes (within middle temporal and frontal regions). Unique to more proficient language users were additional long-distance connections between frontal, temporal, and bilateral regions within the broader language network. The study informs neurodevelopmental theories of language by revealing the effects of heterogeneity in language proficiency and experiences on the structure and quality of emerging language neural networks in linguistically diverse learners.
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Affiliation(s)
- Xin Sun
- Department of Psychology, University of Michigan, Ann Arbor, MI, USA
- Department of Psychology, University of British Columbia, Vancouver, Canada
| | - Rebecca A. Marks
- Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA
| | | | - Kehui Zhang
- Department of Psychology, University of Michigan, Ann Arbor, MI, USA
| | - Chi-Lin Yu
- Department of Psychology, University of Michigan, Ann Arbor, MI, USA
| | - Nia Nickerson
- Department of Psychology, University of Michigan, Ann Arbor, MI, USA
| | - Valeria Caruso
- Department of Psychology, University of Michigan, Ann Arbor, MI, USA
| | - Tai-Li Chou
- Department of Psychology, National Taiwan University, Taipei, Taiwan
| | - Xiao-Su Hu
- Department of Psychology, University of Michigan, Ann Arbor, MI, USA
| | - Twila Tardif
- Department of Psychology, University of Michigan, Ann Arbor, MI, USA
| | - James R. Booth
- Department of Psychology and Human Development, Vanderbilt University, Nashville, TN, USA
| | - Adriene M. Beltz
- Department of Psychology, University of Michigan, Ann Arbor, MI, USA
| | - Ioulia Kovelman
- Department of Psychology, University of Michigan, Ann Arbor, MI, USA
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9
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Justi FRDR, de Oliveira BSF, Justi CNG. The relationship between morphological awareness and word reading in Brazilian Portuguese: a longitudinal study. PSICOLOGIA-REFLEXAO E CRITICA 2023; 36:4. [PMID: 36735161 PMCID: PMC9898478 DOI: 10.1186/s41155-022-00245-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/28/2022] [Accepted: 12/29/2022] [Indexed: 02/04/2023] Open
Abstract
Studies have provided evidence that morphological awareness contributes to word reading in opaque languages such as English. However, this relationship is not yet established for Brazilian Portuguese, a much less opaque language. The present study performed a longitudinal investigation of the relationship between morphological awareness and word reading in 162 children from 2nd to 5th grades of elementary school. The children were evaluated in the final quarter of the respective school year (time 1) and 1 year later (time 2). Hierarchical regression analyses controlling for intelligence, phonological awareness, and phonological working memory were conducted. The hierarchical regression analyses were followed up by cross-lagged panel correlations, and both results converged to word reading measured in the 2nd and 3rd grades contributing to morphological awareness 1 year later. In addition, morphological awareness measured in the 4th grade contributed to word reading 1 year later. The greater transparency of Brazilian Portuguese may make morphological awareness less important for word reading in the early grades; however, in older children, morphological awareness is important for word reading performance.
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Affiliation(s)
- Francis Ricardo dos Reis Justi
- grid.411198.40000 0001 2170 9332Department of Psychology, Federal University of Juiz de Fora, Juiz de Fora, MG 36036-330 Brazil
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Wang Z, Zhao S, Zhang L, Yang Q, Cheng C, Ding N, Zhu Z, Shu H, Liu C, Zhao J. A genome-wide association study identifies a new variant associated with word reading fluency in Chinese children. GENES, BRAIN, AND BEHAVIOR 2023; 22:e12833. [PMID: 36514817 PMCID: PMC9994172 DOI: 10.1111/gbb.12833] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/29/2022] [Revised: 11/20/2022] [Accepted: 11/29/2022] [Indexed: 12/15/2022]
Abstract
Reading disability exhibited defects in different cognitive domains, including word reading fluency, word reading accuracy, phonological awareness, rapid automatized naming and morphological awareness. To identify the genetic basis of Chinese reading disability, we conducted a genome-wide association study (GWAS) of the cognitive traits related to Chinese reading disability in 2284 unrelated Chinese children. Among the traits analyzed in the present GWAS, we detected one genome-wide significant association (p < 5 × 10-8 ) on word reading fluency for one SNP on 4p16.2, within EVC genes (rs6446395, p = 7.33 × 10-10 ). Rs6446395 also showed significant association with Chinese character reading accuracy (p = 2.95 × 10-4 ), phonological awareness (p = 7.11 × 10-3 ) and rapid automatized naming (p = 4.71 × 10-3 ), implying multiple effects of this variant. The eQTL data showed that rs6446395 affected EVC expression in the cerebellum. Gene-based analyses identified a gene (PRDM10) to be associated with word reading fluency at the genome-wide level. Our study discovered a new candidate susceptibility variant for reading ability and provided new insights into the genetics of developmental dyslexia in Chinese children.
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Affiliation(s)
- Zhengjun Wang
- School of Psychology, Shaanxi Normal University and Shaanxi Provincial Key Research Center of Child Mental and Behavioral Health, Xi'an, China
| | - Shunan Zhao
- School of Psychology, Shaanxi Normal University and Shaanxi Provincial Key Research Center of Child Mental and Behavioral Health, Xi'an, China
| | - Liming Zhang
- School of Psychology, Shaanxi Normal University and Shaanxi Provincial Key Research Center of Child Mental and Behavioral Health, Xi'an, China
| | - Qing Yang
- School of Psychology, Shaanxi Normal University and Shaanxi Provincial Key Research Center of Child Mental and Behavioral Health, Xi'an, China
| | - Chen Cheng
- School of Psychology, Shaanxi Normal University and Shaanxi Provincial Key Research Center of Child Mental and Behavioral Health, Xi'an, China
| | - Ning Ding
- School of Psychology, Shaanxi Normal University and Shaanxi Provincial Key Research Center of Child Mental and Behavioral Health, Xi'an, China
| | - Zijian Zhu
- School of Psychology, Shaanxi Normal University and Shaanxi Provincial Key Research Center of Child Mental and Behavioral Health, Xi'an, China
| | - Hua Shu
- State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing, China
| | - Chunyu Liu
- School of Psychology, Shaanxi Normal University and Shaanxi Provincial Key Research Center of Child Mental and Behavioral Health, Xi'an, China.,The School of Life Sciences, Central South University, Changsha, China.,Department of Psychiatry, SUNY Upstate Medical University, Syracuse, New York, USA
| | - Jingjing Zhao
- School of Psychology, Shaanxi Normal University and Shaanxi Provincial Key Research Center of Child Mental and Behavioral Health, Xi'an, China
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Intersecting distributed networks support convergent linguistic functioning across different languages in bilinguals. Commun Biol 2023; 6:99. [PMID: 36697483 PMCID: PMC9876897 DOI: 10.1038/s42003-023-04446-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/06/2022] [Accepted: 01/04/2023] [Indexed: 01/26/2023] Open
Abstract
How bilingual brains accomplish the processing of more than one language has been widely investigated by neuroimaging studies. The assimilation-accommodation hypothesis holds that both the same brain neural networks supporting the native language and additional new neural networks are utilized to implement second language processing. However, whether and how this hypothesis applies at the finer-grained levels of both brain anatomical organization and linguistic functions remains unknown. To address this issue, we scanned Chinese-English bilinguals during an implicit reading task involving Chinese words, English words and Chinese pinyin. We observed broad brain cortical regions wherein interdigitated distributed neural populations supported the same cognitive components of different languages. Although spatially separate, regions including the opercular and triangular parts of the inferior frontal gyrus, temporal pole, superior and middle temporal gyrus, precentral gyrus and supplementary motor areas were found to perform the same linguistic functions across languages, indicating regional-level functional assimilation supported by voxel-wise anatomical accommodation. Taken together, the findings not only verify the functional independence of neural representations of different languages, but show co-representation organization of both languages in most language regions, revealing linguistic-feature specific accommodation and assimilation between first and second languages.
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Chen H, Zhao Y, Wu X, Sun P, Feng J, Xie R, Wang H. Effects of phonological awareness and morphological awareness on blind students' reading comprehension. Br J Psychol 2023; 114:415-429. [PMID: 36650900 DOI: 10.1111/bjop.12630] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/20/2022] [Revised: 12/23/2022] [Accepted: 01/04/2023] [Indexed: 01/19/2023]
Abstract
The exploration of blind students' reading skills is needed not only for further understanding their reading development but also for providing targeted suggestions for practical education. This study aims to examine the relations among phonological awareness (PA), homograph awareness (HA), compounding awareness (CA) and reading comprehension (RC), and explore the mediating effect of listening comprehension (LC) in Chinese blind students from elementary school. A total of 148 blind and 302 sighted elementary school students completed assessments of PA, HA, CA, LC and RC. The results found that PA, HA and CA were important variables that predicted Chinese blind and sighted students' RC not only directly but also indirectly through LC, which varied across different grades. The findings suggest that there were many similarities that exist in the influencing mechanism of RC between Chinese blind and sighted students.
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Affiliation(s)
- Hongjun Chen
- Beijing Key Laboratory of Applied Experimental Psychology, Research Center of Children's Reading and Learning, Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Ying Zhao
- School of Psychology, Nanjing Normal University, Nanjing, China
| | - Xinchun Wu
- Beijing Key Laboratory of Applied Experimental Psychology, Research Center of Children's Reading and Learning, Faculty of Psychology, Beijing Normal University, Beijing, China.,School of Applied Psychology, Beijing Normal University at Zhuhai, Zhuhai, China
| | - Peng Sun
- Beijing Key Laboratory of Applied Experimental Psychology, Research Center of Children's Reading and Learning, Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Jie Feng
- Beijing Electronic Science and Technology Institute, Beijing, China
| | - Ruibo Xie
- College of Teacher Education, Zhejiang Normal University, Jinhua, China
| | - Haolan Wang
- Beijing Key Laboratory of Applied Experimental Psychology, Research Center of Children's Reading and Learning, Faculty of Psychology, Beijing Normal University, Beijing, China
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13
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Chan YC. Reading Comprehension of Chinese-Speaking Children With Hearing Loss: The Roles of Metalinguistic Awareness and Vocabulary Knowledge. Lang Speech Hear Serv Sch 2023; 54:241-259. [PMID: 36520662 DOI: 10.1044/2022_lshss-22-00064] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/23/2022] Open
Abstract
PURPOSE This study aims to explore the contributions of phonological awareness (PA) and morphological awareness (MA) to the reading comprehension skills of Chinese-speaking children with hearing loss (HL) and examine the possible mediation effect of vocabulary knowledge on the relationships of PA and MA with their reading comprehension. METHOD The participants were 28 Chinese-speaking children with HL, who were followed from Grade 1 through Grade 2. They were administered a series of tests that measured their PA and MA at the beginning of Grade 1, vocabulary knowledge at the end of Grade 1, and reading comprehension at the end of Grade 2. RESULTS MA significantly accounted for additional variance in reading comprehension beyond the effect of PA but not vice versa. Both PA and MA contributed uniquely to vocabulary knowledge, which completely mediated the relationships of PA and MA with reading comprehension. CONCLUSIONS PA and MA are both essential to the development of vocabulary knowledge and reading comprehension in Chinese-speaking children with HL; however, MA seems to be more important than PA in their reading comprehension. PA and MA significantly affect children's reading comprehension through their influence on vocabulary knowledge. This study has replicated previous evidence on the importance of PA, MA, and vocabulary knowledge in the reading comprehension of children with typical hearing, and has extended its significance to children with HL. In addition, the findings have the potential to inform educational practitioners regarding the importance of teaching essential reading skills to Chinese-speaking children with HL.
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Affiliation(s)
- Yi-Chih Chan
- Speech and Hearing Science Research Institute, Children's Hearing Foundation, Taipei, Taiwan
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14
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Word reading experience enhances fundamental language skill in Chinese kindergarteners across Beijing and Hong Kong. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-04048-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/04/2022]
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15
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Xue H, Deng R, Chen Y, Zheng W. How does bilingual experience influence novel word learning? Evidence from comparing L1-L3 and L2-L3 cognate status. Front Psychol 2022; 13:1003199. [PMID: 36506949 PMCID: PMC9731340 DOI: 10.3389/fpsyg.2022.1003199] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2022] [Accepted: 10/11/2022] [Indexed: 11/25/2022] Open
Abstract
Bilingual experience exerts a complex influence on novel word learning, including the direct effects of transferable prior knowledge and learning skill. However, the facilitation and interference mechanism of such influence has largely been tangled by the similarity of the previously learned word knowledge. The present study compared Chinese-English bilinguals' paired-associate learning of nonwords in logographic and alphabetic writing systems. The logographic nonwords resemble the form and meaning of L1 Chinese words in varying degrees, being cognates, false cognates, or non-cognates of Chinese. The alphabetic nonwords resemble the form and meaning of L2 English words, being cognates, false cognates, or non-cognates of English. The learning sequence of logographic and alphabetic words was cross-balanced. The learning results were measured in production and recognition tasks. As for learning the logographic nonwords, both the recognition and production results showed that cognates were learned significantly faster than the non-cognates, and the false cognates were also learned significantly faster than the non-cognates. This suggests stronger facilitation rather than interference from L1 on novel word learning. As for learning the alphabetic nonwords, both the recognition and production results revealed that cognates were learned significantly faster than the non-cognates, but false cognates showed no advantage over the non-cognates. This indicates that interference from L2 is stronger than that from L1. Taken together, the results provide new evidence for the dissociable facilitation and interference effects of bilingual experience. These results carry potential educational implications in that learning novel words depends on substantial bilingual experience.
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Affiliation(s)
- Heng Xue
- College of Education, Hebei Normal University, Shijiazhuang, China
| | - Renhua Deng
- School of Foreign Languages, South China University of Technology, Guangzhou, China
| | - Yanyan Chen
- School of Foreign Languages, South China University of Technology, Guangzhou, China,*Correspondence: Yanyan Chen,
| | - Wenxin Zheng
- Sino-Danish College, University of Chinese Academy of Sciences, Beijing, China
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16
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Zhang H, Ma W, Ding H, Peng G, Zhang Y. Phonological Awareness and Working Memory in Mandarin-Speaking Preschool-Aged Children With Cochlear Implants. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2022; 65:4485-4497. [PMID: 36194781 DOI: 10.1044/2022_jslhr-22-00059] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
PURPOSE Cochlear implants (CIs) provide significant benefits for profoundly deaf children in their language and cognitive development. However, it remains unclear whether Mandarin-speaking young children with early implantation can develop age-equivalent phonological awareness (PA) skill and working memory (WM) capacity as their normal hearing (NH) peers. The aim of this study was to investigate PA and WM in preschool-aged children with or without hearing loss and to examine the relationship between the two basic skills. METHOD The data were collected from 16 Mandarin-speaking preschoolers with CIs and 16 age-matched children with NH. All preschool participants were instructed to complete four phonological detection tasks and four digit span tasks. Linear mixed-effects modeling was performed to evaluate PA and WM performances between two groups across different tasks. RESULTS CI preschoolers showed comparable performances on par with NH controls in phonological detections and visual digit spans. In addition, Pearson correlation analysis revealed a positive relationship between phonological detections and auditory digit spans in preschool-aged children with CIs. CONCLUSION With early implantation, the congenitally deaf children were capable of developing age-appropriate PA skill and WM capacity, which have practical implications for aural rehabilitation in this special pediatric population.
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Affiliation(s)
- Hao Zhang
- Center for Clinical Neurolinguistics, School of Foreign Languages and Literature, Shandong University, Jinan, China
| | - Wen Ma
- Center for Clinical Neurolinguistics, School of Foreign Languages and Literature, Shandong University, Jinan, China
| | - Hongwei Ding
- Speech-Language-Hearing Center, School of Foreign Languages, Shanghai Jiao Tong University, China
| | - Gang Peng
- Research Centre for Language, Cognition, and Neuroscience, Department of Chinese and Bilingual Studies, The Hong Kong Polytechnic University, China
| | - Yang Zhang
- Department of Speech-Language-Hearing Sciences and Masonic Institute for the Developing Brain, University of Minnesota, Minneapolis
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17
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Dorofeeva SV, Iskra E, Goranskaya D, Gordeyeva E, Serebryakova M, Zyryanov A, Akhutina TV, Dragoy O. Cognitive Requirements of the Phonological Tests Affect Their Ability to Discriminate Children With and Without Developmental Dyslexia. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2022; 65:3809-3826. [PMID: 36075212 DOI: 10.1044/2022_jslhr-21-00687] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
PURPOSE The main purpose of this study was to investigate whether the performance on each of seven phonological processing (PP) tests from the Russian Test of Phonological Processing (RuToPP), with their varying levels of linguistic complexity and composite phonological indices, are significant predictors of developmental dyslexia (DD) and can reliably differentiate children with and without reading impairment. Additionally, we examined the general contribution of phonological skills to text reading fluency in children with various levels of reading performance. METHOD A total of 173 Russian-speaking 7- to 11-year-old children participated in this study: 124 who were typically developing (TD) and 49 who had been diagnosed with DD. We assessed reading fluency with a standardized reading test and PP with the RuToPP. We investigated the potential of phonological skills to predict the presence or absence of a dyslexia diagnosis using multinomial logistic regression, receiver operating characteristic (ROC) curve analysis, and calculations of the sensitivity and specificity of each test and index. The contribution of phonological skills to reading fluency was also assessed in a mixed group of children. RESULTS Six of seven RuToPP tests were significant predictors of dyslexia. However, while the RuToPP correctly identified 93%-99% of TD children, for children with dyslexia, it ranged from 4% to 47% depending on the test. In a mixed group of children with and without dyslexia, performance in the more complex phonological tests was a stronger predictor of reading fluency. CONCLUSIONS Our findings are consistent with the literature on predictors of literacy skills and dyslexia while uniquely demonstrating the impact of the complexity level of the phonological tests on the classification outcome. PP is a significant and necessary predictor of reading skills, but it is not sufficient for diagnostic purposes. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.20779294.
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Affiliation(s)
| | - Ekaterina Iskra
- HSE University, Moscow, Russia
- Center for Speech Pathology and Neurorehabilitation, Moscow, Russia
| | | | | | | | | | | | - Olga Dragoy
- HSE University, Moscow, Russia
- Institute of Linguistics, Russian Academy of Sciences, Moscow
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18
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Cohen-Mimran R, Reznik-Nevet L, Gott D, Share DL. Preschool morphological awareness contributes to word reading at the very earliest stages of learning to read in a transparent orthography. READING AND WRITING 2022; 36:1-21. [PMID: 36247690 PMCID: PMC9549447 DOI: 10.1007/s11145-022-10340-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 07/25/2022] [Indexed: 06/16/2023]
Abstract
The purpose of the current study was to examine whether morphological awareness measured before children are taught to read (Kindergarten in Israel) predicts reading accuracy and fluency in the middle of first grade, at the very beginning of the process of learning to read pointed Hebrew - a highly transparent orthography, and whether this contribution remains after controlling for phonemic awareness. In a longitudinal design, 680 Hebrew-speaking children were administered morphological and phonemic awareness measures at the end of the preschool year (before they were taught to read) then followed up into first grade when reading was tested in mid-year. The results indicated that even at this early point in learning to read a transparent orthography, preschool morphological awareness contributes significantly to both reading accuracy and reading fluency, even after partialling out age, non-verbal general ability, and phonemic awareness. The current results extend the Functional Opacity argument (Share, 2008) which proposes that at the initial stages of reading acquisition, when children still have incomplete mastery of some aspects of the spelling-sound system, non-phonological sources of information about word identity such as morphology can assist in the decoding process. The practical implications of these results with regard to early reading instruction are discussed.
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Affiliation(s)
- Ravit Cohen-Mimran
- Department of Communication Sciences and Disorders, University of Haifa, Mount Carmel, 31905 Haifa, Israel
| | | | - Dana Gott
- Department of Learning Disabilities, University of Haifa, Haifa, Israel
| | - David L. Share
- Department of Learning Disabilities, University of Haifa, Haifa, Israel
- Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, Haifa, Israel
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19
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Wang Z, Xie R, Xia Y, Nguyen TP, Wu X. A golden triangle? Reciprocal effects among morphological awareness, vocabulary knowledge, and reading comprehension in Chinese children. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2022. [DOI: 10.1016/j.cedpsych.2022.102089] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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20
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Wu Y, Cheng Y, Yang X, Yu W, Wan Y. Dyslexia: A Bibliometric and Visualization Analysis. Front Public Health 2022; 10:915053. [PMID: 35812514 PMCID: PMC9260156 DOI: 10.3389/fpubh.2022.915053] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/07/2022] [Accepted: 05/24/2022] [Indexed: 12/04/2022] Open
Abstract
Dyslexia is a disorder characterized by an impaired ability to understand written and printed words or phrases. Epidemiological longitudinal data show that dyslexia is highly prevalent, affecting 10-20% of the population regardless of gender. This study aims to provide a detailed overview of research status and development characteristics of dyslexia from types of articles, years, countries, institutions, journals, authors, author keywords, and highly cited papers. A total of 9,166 publications have been retrieved from the Social Sciences Citation Index (SSCI) and Science Citation Index Expanded (SCI-E) from 2000 to 2021. The United States of America, United Kingdom, and Germany were the top three most productive countries in terms of the number of publications. China, Israel, and Japan led the Asia research on dyslexia. University of Oxford had the most publications and won first place in terms of h-index. Dyslexia was the most productive journal in this field and Psychology was the most used subject category. Keywords analysis indicated that "developmental dyslexia," "phonological awareness," children and fMRI were still the main research topics. "Literacy," "rapid automatized naming (RAN)," "assessment," "intervention," "meta-analysis," "Chinese," "executive function," "morphological awareness," "decoding," "dyscalculia," "EEG," "Eye tracking," "rhythm," "bilingualism," and "functional connectivity" might become the new research hotspots.
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Affiliation(s)
- Yanqi Wu
- Institute of Information Resource, Zhejiang University of Technology, Hangzhou, China
- Library, Zhejiang University of Technology, Hangzhou, China
| | - Yanxia Cheng
- Institute of Information Resource, Zhejiang University of Technology, Hangzhou, China
- Library, Zhejiang University of Technology, Hangzhou, China
| | - Xianlin Yang
- Institute of Information Resource, Zhejiang University of Technology, Hangzhou, China
- Library, Zhejiang University of Technology, Hangzhou, China
| | - Wenyan Yu
- Library, Zhejiang University of Technology, Hangzhou, China
| | - Yuehua Wan
- Institute of Information Resource, Zhejiang University of Technology, Hangzhou, China
- Library, Zhejiang University of Technology, Hangzhou, China
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21
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Cross-script effects of cognitive-linguistic skills on Japanese Hiragana and Kanji: Evidence from a longitudinal study. JOURNAL OF CULTURAL COGNITIVE SCIENCE 2022. [DOI: 10.1007/s41809-022-00099-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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22
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Chen X, Zhao J. Reading-Related Skills Associated With Acquisition of Chinese as a Second/Foreign Language: A Meta-Analysis. Front Psychol 2022; 13:783964. [PMID: 35369154 PMCID: PMC8966685 DOI: 10.3389/fpsyg.2022.783964] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/27/2021] [Accepted: 01/24/2022] [Indexed: 11/13/2022] Open
Abstract
Previous studies have found the effect of cognitive skills (e.g., phonological awareness, morphological awareness, orthographic awareness, and rapid automatized naming) on reading ability, but the role of different reading-related skills in acquisition of Chinese as a second/foreign language (CSL/CFL) remains unexplored. Prior meta-analyses on the relationship between cognitive skills and reading have been conducted primarily in native English-speaking or Mandarin-speaking children. The purpose of the present meta-analysis was to examine the relationship between Chinese reading-related skills and Chinese word reading of CSL/CFL learners. A search of English and Chinese databases yielded 42 effect sizes, comprising 1103 subjects met the criteria for meta-analysis and were included in the final meta-analysis. Results revealed a moderate relationship between phonological awareness (r = 0.41), morphological awareness (r = 0.36), orthographic awareness (r = 0.38), rapid automatized naming (r = -0.32) and Chinese word reading in CSL/CFL learners. In addition, a moderating effect of length of study on the relationship between phonological awareness and Chinese word reading (Q B = 5.20, p = 0.023): phonological awareness and Chinese word reading correlated more strongly for beginning learners than for advanced learners. These results suggest importance of cognitive factors in the acquisition of Chinese word reading as a second language. Results also shed light on the impact of length of study on the influence from phonological awareness to the sensitive period of phonological learning for CSL/CFL learners.
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Affiliation(s)
- Xi Chen
- Faculty of Education, Shaanxi Normal University, Xi'an, China.,Mental Health Education Center, Chengdu University, Chengdu, China
| | - Jingjing Zhao
- School of Psychology, Shaanxi Normal University, Xi'an, China
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23
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Later but Not Weaker: Neural Categorization of Native Vowels of Children at Familial Risk of Dyslexia. Brain Sci 2022; 12:brainsci12030412. [PMID: 35326368 PMCID: PMC8946763 DOI: 10.3390/brainsci12030412] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/14/2022] [Revised: 03/11/2022] [Accepted: 03/11/2022] [Indexed: 02/04/2023] Open
Abstract
Although allophonic speech processing has been hypothesized to be a contributing factor in developmental dyslexia, experimental evidence is limited and inconsistent. The current study compared the categorization of native similar sounding vowels of typically developing (TD) children and children at familial risk (FR) of dyslexia. EEG response was collected in a non-attentive passive oddball paradigm from 35 TD and 35 FR Dutch 20-month-old infants who were matched on vocabulary. The children were presented with two nonwords “giep” [ɣip] and “gip” [ɣIp] that contrasted solely with respect to the vowel. In the multiple-speaker condition, both nonwords were produced by twelve different speakers while in the single-speaker condition, single tokens of each word were used as stimuli. For both conditions and for both groups, infant positive mismatch response (p-MMR) was elicited, and the p-MMR amplitude was comparable between the two groups, although the FR children had a later p-MMR peak than the TD children in the multiple-speaker condition. These findings indicate that FR children are able to categorize speech sounds, but that they may do so in a more effortful way than TDs.
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24
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Zhang HS, Lin J, Cheng X, Wang C, Wei X. Concurrent and longitudinal contributions of phonological awareness to early adolescent Chinese reading acquisition. The Journal of General Psychology 2022:1-17. [PMID: 35289722 DOI: 10.1080/00221309.2022.2047003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
This study investigated universal and language-specific phonological awareness in reading development among Chinese early adolescent students. Seventy-six children participated in this study and completed a series of reading tasks at two data collection points across Grades 5 and 6. In Grade 5, universal phonological awareness (syllable, onset, rhyme, and phoneme awareness), language-specific phonological awareness (tone awareness) as well as character recognition and production measurements were administered to the participants. Lexical inferencing ability was measured in Grade 6. Character recognition and lexical inference were coded as the outcome variables. Subsequent multiple regression analyses showed that Time 1 (Grade 5) language-universal onset and phoneme awareness predicted character recognition and production at Time 1. More strikingly, the study demonstrated that language-specific tone awareness exerted a longitudinal effect on later lexical inferencing ability after controlling for age and nonverbal intelligence. Results underscored both the universality and language specificity of phonological awareness and provided empirical evidence to substantiate the facilitative role of early language-specific psycholinguistic grain size in later reading performance.
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Affiliation(s)
| | | | | | | | - Xiaobao Wei
- East China University of Science and Technology
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25
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Siok WT, Tan LH. Is phonological deficit a necessary or sufficient condition for Chinese reading disability? BRAIN AND LANGUAGE 2022; 226:105069. [PMID: 35021145 DOI: 10.1016/j.bandl.2021.105069] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/20/2021] [Revised: 12/21/2021] [Accepted: 12/23/2021] [Indexed: 06/14/2023]
Abstract
While phonological skills have been found to be correlated with reading across different writing systems, recent findings have shown that developmental dyslexia in Chinese individuals has multiple deficits, and no single factor has ever been identified as crucial for learning this writing system. To examine whether a deficit in the phonological or another cognitive domain is a necessary or sufficient condition for Chinese reading disability, this study examined the cognitive profiles of 521 good readers and 502 dyslexic readers in Chinese primary schools using a battery of behavioral measures covering phonological, visual, orthographic, visual-motor coordination and working memory skills. The results showed that among all cognitive measures, phonological skills correlated more strongly with character reading performance but that poor phonological skills did not necessarily or sufficiently lead to poor reading performance in Chinese.
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Affiliation(s)
- Wai Ting Siok
- Department of Linguistics, The University of Hong Kong, Hong Kong Special Administrative Region.
| | - Li Hai Tan
- Guangdong-Hong Kong-Macau Institute of CNS Regeneration and Ministry of Education CNS Regeneration Collaborative Joint Laboratory, Jinan University (Shenzhen), China; Center for Language and Brain, Shenzhen Institute of Neuroscience, Shenzhen, China
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26
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Xia Z, Yang T, Cui X, Hoeft F, Liu H, Zhang X, Liu X, Shu H. Atypical Relationships Between Neurofunctional Features of Print-Sound Integration and Reading Abilities in Chinese Children With Dyslexia. Front Psychol 2022; 12:748644. [PMID: 35145448 PMCID: PMC8822058 DOI: 10.3389/fpsyg.2021.748644] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/28/2021] [Accepted: 12/27/2021] [Indexed: 11/24/2022] Open
Abstract
Conquering print-sound mappings (e.g., grapheme-phoneme correspondence rules) is vital for developing fluent reading skills. In neuroimaging research, this ability can be indexed by activation differences between audiovisual congruent against incongruent conditions in brain areas such as the left superior temporal cortex. In line with it, individuals with dyslexia have difficulty in tasks requiring print-sound processing, accompanied by a reduced neural integration. However, existing evidence is almost restricted to alphabetic languages. Whether and how multisensory processing of print and sound is impaired in Chinese dyslexia remains underexplored. In this study, we applied a passive audiovisual integration paradigm with functional magnetic resonance imaging to investigate the possible dysfunctions in processing character-sound (opaque; semantics can be automatically accessed) and pinyin-sound associations (transparent; no particular meaning can be confirmed) in Chinese dyslexic children. Unexpectedly, the dyslexic group did not show reduced neural integration compared with typically developing readers in either character or pinyin experiment. However, the results revealed atypical correlations between neural integration and different reading abilities in dyslexia. Specifically, while the neural integration in the left inferior frontal cortex in processing character-sound pairs correlated with silent reading comprehension in both children with and without dyslexia, it was associated with morphological awareness (semantic-related) in controls but with rapid naming (phonological-related) in dyslexics. This result indicates Chinese dyslexic children may not use the same grapho-semantic processing strategy as their typical peers do. As for pinyin-sound processing, while a stronger neural integration in the direction of “congruent > incongruent” in the left occipito-temporal cortex and bilateral superior temporal cortices was associated with better oral reading fluency in the control group, an opposite pattern was found in dyslexia. This finding may reflect dyslexia's dysfunctional recruitment of the regions in grapho-phonological processing, which further impedes character learning.
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Affiliation(s)
- Zhichao Xia
- State Key Laboratory of Cognitive Neuroscience and Learning, IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China
- School of Systems Science, Beijing Normal University, Beijing, China
- *Correspondence: Zhichao Xia
| | - Ting Yang
- Faculty of Psychology, Beijing Normal University, Beijing, China
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education, Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Xin Cui
- State Key Laboratory of Cognitive Neuroscience and Learning, IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China
- College of Education for the Future, Beijing Normal University at Zhuhai, Zhuhai, China
- Haskins Laboratories, New Haven, CT, United States
| | - Fumiko Hoeft
- Haskins Laboratories, New Haven, CT, United States
- Department of Psychological Sciences, Brain Imaging Research Center, University of Connecticut, Storrs, CT, United States
- Department of Psychiatry, Weill Institute for Neurosciences, University of California, San Francisco, San Francisco, CA, United States
- Department of Neuropsychiatry, Keio University School of Medicine, Tokyo, Japan
| | - Hong Liu
- Faculty of Psychology, Beijing Normal University, Beijing, China
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education, Faculty of Psychology, Beijing Normal University, Beijing, China
- Department of Psychological Sciences, Brain Imaging Research Center, University of Connecticut, Storrs, CT, United States
| | - Xianglin Zhang
- State Key Laboratory of Cognitive Neuroscience and Learning, IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China
| | - Xiangping Liu
- Faculty of Psychology, Beijing Normal University, Beijing, China
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education, Faculty of Psychology, Beijing Normal University, Beijing, China
- Xiangping Liu
| | - Hua Shu
- State Key Laboratory of Cognitive Neuroscience and Learning, IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China
- Hua Shu
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27
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Xia Z, Yang T, Cui X, Hoeft F, Liu H, Zhang X, Shu H, Liu X. Neurofunctional basis underlying audiovisual integration of print and speech sound in Chinese children. Eur J Neurosci 2022; 55:806-826. [PMID: 35032071 DOI: 10.1111/ejn.15597] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/15/2021] [Revised: 11/10/2021] [Accepted: 01/07/2022] [Indexed: 11/30/2022]
Abstract
Effortless print-sound integration is essential to reading development, and the superior temporal cortex (STC) is the most critical brain region. However, to date, the conclusion is almost restricted to alphabetic orthographies. To examine the neural basis in non-alphabetic languages and its relationship with reading abilities, we conducted a functional magnetic resonance imaging study in typically developing Chinese children. Two neuroimaging-based indicators of audiovisual processing-additive enhancement (higher activation in the congruent than the average activation of unimodal conditions) and neural integration (different activations between the congruent versus incongruent conditions)-were used to investigate character-sounds (opaque) and pinyin-sounds (transparent) processing. We found additive enhancement in bilateral STCs processing both character and pinyin stimulations. Moreover, the neural integrations in the left STC for the two scripts were strongly correlated. In terms of differentiation, first, areas beyond the STCs showed additive enhancement in processing pinyin-sounds. Second, while the bilateral STCs, left inferior/middle frontal and parietal regions manifested a striking neural integration (incongruent > congruent) for character-sounds, no significant clusters were revealed for pinyin-sounds. Finally, the neural integration in the left middle frontal gyrus for characters was specifically associated with silent reading comprehension proficiency, indicating automatic semantic processing during implicit character-sound integration. In contrast, the neural integration in the left STC for pinyin was specifically associated with oral reading fluency that relies on grapho-phonological mapping. To summarize, this study revealed both script-universal and script-specific neurofunctional substrates of print-sound integration as well as their processing- and region-dependent associations with reading abilities in typical Chinese children.
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Affiliation(s)
- Zhichao Xia
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal University, China.,School of Systems Science, Beijing Normal University, China
| | - Ting Yang
- Faculty of Psychology, Beijing Normal University, China.,Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education, Faculty of Psychology, Beijing Normal University, China
| | - Xin Cui
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal University, China.,Haskins Laboratories, USA
| | - Fumiko Hoeft
- Haskins Laboratories, USA.,Department of Psychological Sciences and Brain Imaging Research Center, University of Connecticut, USA.,Department of Psychiatry and Weill Institute for Neurosciences and Dyslexia Center, University of California, San Francisco, USA.,Department of Neuropsychiatry, Keio University School of Medicine, Japan
| | - Hong Liu
- Faculty of Psychology, Beijing Normal University, China.,Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education, Faculty of Psychology, Beijing Normal University, China.,Department of Psychological Sciences and Brain Imaging Research Center, University of Connecticut, USA
| | - Xianglin Zhang
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal University, China
| | - Hua Shu
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal University, China
| | - Xiangping Liu
- Faculty of Psychology, Beijing Normal University, China.,Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education, Faculty of Psychology, Beijing Normal University, China
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28
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Xie R, Xia Y, Wu X, Zhao Y, Chen H, Sun P, Feng J. The Role of Morphological Awareness in Listening Comprehension of Chinese Blind Children: The Mediation of Vocabulary Knowledge. Psychol Res Behav Manag 2021; 14:1823-1832. [PMID: 34764706 PMCID: PMC8575371 DOI: 10.2147/prbm.s332393] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/07/2021] [Accepted: 09/16/2021] [Indexed: 11/23/2022] Open
Abstract
Background Listening comprehension is particularly important in children without sight. Little research has focused on listening comprehension. There are strong correlations among syllables, morphemes, and orthographic representations in Chinese. For this reason, vocabulary knowledge may have a mediating role in morphological awareness and listening comprehension in blind children during the elementary school. Methods The study that included measures of children’s age, working memory, rapid automatized naming, phonological awareness, morphological awareness, vocabulary knowledge, and listening comprehension was administered to 142 Chinese‐speaking blind children during the early elementary level (Grades 1 to 3) and late (Grades 4 to 6). Through a mediation analysis following the bootstrapping procedures. Results The study shows that (1) morphological awareness predicted listening comprehension in blind children directly; (2) after children’s age, working memory, rapid automatized naming, and phonological awareness controlled, vocabulary knowledge plays a mediating role in morphological awareness and listening comprehension. Conclusion The findings of the present study indicate the important unique role of morphological awareness and the mediation of vocabulary knowledge in blind children’s listening comprehension during the elementary school years.
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Affiliation(s)
- Ruibo Xie
- Parents Education Research Institution, College of Teacher Education, Zhejiang Normal University, Jinhua, People's Republic of China.,Key Laboratory of Intelligent Education Technology and Application of Zhejjiang Province, College of Teacher Education, Zhejiang Normal University, Jinhua, People's Republic of China
| | - Yue Xia
- Parents Education Research Institution, College of Teacher Education, Zhejiang Normal University, Jinhua, People's Republic of China.,Key Laboratory of Intelligent Education Technology and Application of Zhejjiang Province, College of Teacher Education, Zhejiang Normal University, Jinhua, People's Republic of China
| | - Xinchun Wu
- Research Center of Children's Reading and Learning, Beijing Key Laboratory of Applied Experimental Psychology, Faculty of Psychology, Beijing Normal University, Beijing, People's Republic of China
| | - Ying Zhao
- Research Center of Children's Reading and Learning, Beijing Key Laboratory of Applied Experimental Psychology, Faculty of Psychology, Beijing Normal University, Beijing, People's Republic of China
| | - Hongjun Chen
- Research Center of Children's Reading and Learning, Beijing Key Laboratory of Applied Experimental Psychology, Faculty of Psychology, Beijing Normal University, Beijing, People's Republic of China
| | - Peng Sun
- Research Center of Children's Reading and Learning, Beijing Key Laboratory of Applied Experimental Psychology, Faculty of Psychology, Beijing Normal University, Beijing, People's Republic of China
| | - Jie Feng
- Research Center of Children's Reading and Learning, Beijing Key Laboratory of Applied Experimental Psychology, Faculty of Psychology, Beijing Normal University, Beijing, People's Republic of China
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Developmental Dyslexia, Reading Acquisition, and Statistical Learning: A Sceptic's Guide. Brain Sci 2021; 11:brainsci11091143. [PMID: 34573165 PMCID: PMC8472276 DOI: 10.3390/brainsci11091143] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/14/2021] [Revised: 08/19/2021] [Accepted: 08/20/2021] [Indexed: 10/26/2022] Open
Abstract
Many theories have been put forward that propose that developmental dyslexia is caused by low-level neural, cognitive, or perceptual deficits. For example, statistical learning is a cognitive mechanism that allows the learner to detect a probabilistic pattern in a stream of stimuli and to generalise the knowledge of this pattern to similar stimuli. The link between statistical learning and reading ability is indirect, with intermediate skills, such as knowledge of frequently co-occurring letters, likely being causally dependent on statistical learning skills and, in turn, causing individual variation in reading ability. We discuss theoretical issues regarding what a link between statistical learning and reading ability actually means and review the evidence for such a deficit. We then describe and simulate the "noisy chain hypothesis", where each intermediary link between a proposed cause and the end-state of reading ability reduces the correlation coefficient between the low-level deficit and the end-state outcome of reading. We draw the following conclusions: (1) Empirically, there is evidence for a correlation between statistical learning ability and reading ability, but there is no evidence to suggest that this relationship is causal, (2) theoretically, focussing on a complete causal chain between a distal cause and developmental dyslexia, rather than the two endpoints of the distal cause and reading ability only, is necessary for understanding the underlying processes, (3) statistically, the indirect nature of the link between statistical learning and reading ability means that the magnitude of the correlation is diluted by other influencing variables, yielding most studies to date underpowered, and (4) practically, it is unclear what can be gained from invoking the concept of statistical learning in teaching children to read.
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30
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Georgiou GK, Inoue T, Parrila R. Do Reading and Arithmetic Fluency Share the Same Cognitive Base? Front Psychol 2021; 12:709448. [PMID: 34393949 PMCID: PMC8355528 DOI: 10.3389/fpsyg.2021.709448] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/13/2021] [Accepted: 07/05/2021] [Indexed: 11/13/2022] Open
Abstract
We examined the role of different cognitive-linguistic skills in reading and arithmetic fluency, and whether the effects of these skills are mediated by reading and arithmetic accuracy. One hundred twenty-six English-speaking Grade 1 children (67 females, 59 males; M age = 6.41 years) were followed from the beginning of Grade 1 (Time 1) to the end of Grade 1 (Time 2). At Time 1, they were assessed on measures of non-verbal IQ, speed of processing, working memory, phonological awareness, rapid automatized naming (RAN), and number sense. At Time 2, they were assessed on measures of reading and arithmetic accuracy as well as on measures of reading and arithmetic fluency. Results of path analysis showed first that when reading and arithmetic fluency were included in the model as separate outcomes, RAN was predictive of both and that speed of processing and working memory were predictive of only arithmetic fluency. Second, RAN, speed of processing, and working memory had both direct and indirect effects (via reading and arithmetic accuracy) on the covariation of reading and arithmetic fluency. Irrespective of how reading and arithmetic fluency were treated in the analyses, the effects of non-verbal IQ, phonological awareness, and number sense were all indirect. Taken together, these findings suggest that reading and arithmetic fluency draw on a broader network of cognitive-linguistic skills, whose effects can sometimes be indirect through reading and arithmetic accuracy.
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Affiliation(s)
- George K Georgiou
- Department of Educational Psychology, University of Alberta, Edmonton, AB, Canada
| | - Tomohiro Inoue
- Department of Psychology, The Chinese University of Hong Kong, Hong Kong, China
| | - Rauno Parrila
- School of Education, Macquarie University, Sydney, NSW, Australia
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31
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Yang X, Qiao L. Direct effects of visual skills and working memory on Chinese character reading in young children. INFANT AND CHILD DEVELOPMENT 2021. [DOI: 10.1002/icd.2231] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Xiujie Yang
- Faculty of Psychology Beijing Normal University Beijing China
| | - Linyan Qiao
- Faculty of Psychology Beijing Normal University Beijing China
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32
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Dong Y, Tang Y, Chow BWY, Wang W, Dong WY. Contribution of Vocabulary Knowledge to Reading Comprehension Among Chinese Students: A Meta-Analysis. Front Psychol 2020; 11:525369. [PMID: 33132948 PMCID: PMC7561676 DOI: 10.3389/fpsyg.2020.525369] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/09/2020] [Accepted: 08/19/2020] [Indexed: 11/17/2022] Open
Abstract
This study investigated the correlation between vocabulary knowledge and reading comprehension. To address the correlation picture under Chinese logographical scripts, the researchers investigated the potential explanation for the correlation via Reading Stage, Information Gap, Content-based Approach, and Cognition and Creativity Theory approaches. This study undertook a meta-analysis to synthesize 89 independent samples from primary school stage to Master's degree stage. Results showed the correlation picture as an inverted U-shape, supporting the idea that vocabulary knowledge contributed a large proportion of variance on text comprehension and might also support the independent hypothesis of the impact of vocabulary knowledge on reading comprehension. In each education stage, the correlation between vocabulary knowledge and reading comprehension was independent in that it did not interact with any significant moderators. This study informed that the vocabulary knowledge not only determined text comprehension progress through facial semantic meaning identification but also suggested that the coordinate development of vocabulary knowledge, grammatical knowledge, and inference would be better in complexity comprehension task performance.
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Affiliation(s)
- Yang Dong
- Department of Social and Behavioural Sciences, City University of Hong Kong, Kowloon, Hong Kong
| | - Yi Tang
- School of Economics and Management, China University of Petroleum, Qingdao, China
| | - Bonnie Wing-Yin Chow
- Department of Social and Behavioural Sciences, City University of Hong Kong, Kowloon, Hong Kong
| | - Weisha Wang
- Faculty of Social Sciences, Southampton Business School, University of Southampton, Southampton, United Kingdom
| | - Wei-Yang Dong
- Department of Asian Policy Studies, The Education University of Hong Kong, Tai Po, Hong Kong
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33
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Hashimoto T, Higuchi H, Uno A, Yokota S, Asano K, Taki Y, Kawashima R. Association Between Resting-State Functional Connectivity and Reading in Two Writing Systems in Japanese Children With and Without Developmental Dyslexia. Brain Connect 2020; 10:254-266. [PMID: 32567365 PMCID: PMC7465633 DOI: 10.1089/brain.2020.0759] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022] Open
Abstract
Introduction: Japanese is unique, as it features two distinct writing systems that share the same sound and meaning: syllabic Hiragana and logographic Kanji scripts. Acquired reading difficulties in Hiragana and Kanji have been examined in older patients with brain lesions. However, the precise mechanisms underlying deficits in developmental dyslexia (DD) remain unclear. Materials and Methods: The neural signatures of Japanese children with DD were examined by using resting-state functional magnetic resonance imaging. We examined 22 dyslexic and 46 typically developing (TD) children, aged 7–14 years. Results: Reading performance in each writing system was correlated with neural connectivity in TD children. In contrast, in children with DD, weak associations between neural connectivity and reading performance were observed. In TD children, Hiragana-reading fluency was positively correlated with the left fusiform gyrus network. No significant correlations between Hiragana fluency and neural connectivity were observed in children with DD. Correspondingly, there were fewer correlations between Kanji accuracy and strength of reading-related connectivity in children with DD, whereas positive correlations with the bilateral fronto-parietal network and negative correlations with the left fusiform network were found in TD children. Discussion: These data suggest that positive and negative coupling with neural connectivity is associated with developing Japanese reading skills. Further, different neural connectivity correlations between Hiragana fluency and Kanji accuracy were detected in TD children but less in children with DD. Conclusion: The two writing systems may exert differential effects and deficits on reading in healthy children and in children with DD, respectively.
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Affiliation(s)
- Teruo Hashimoto
- Division of Developmental Cognitive Neuroscience, Institute of Development, Aging and Cancer, Tohoku University, Sendai, Japan
| | - Hiroki Higuchi
- Graduate School of Comprehensive Human Sciences, University of Tsukuba, Tsukuba, Japan
| | - Akira Uno
- Graduate School of Comprehensive Human Sciences, University of Tsukuba, Tsukuba, Japan
| | - Susumu Yokota
- Faculty of Art and Science, Kyushu University, Fukuoka, Japan
| | - Kohei Asano
- Kokoro Research Center, Kyoto University, Kyoto, Japan
| | - Yasuyuki Taki
- Department of Nuclear Medicine and Radiology, Institute of Development, Aging and Cancer, Tohoku University, Sendai, Japan
| | - Ryuta Kawashima
- Division of Developmental Cognitive Neuroscience, Institute of Development, Aging and Cancer, Tohoku University, Sendai, Japan
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34
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Georgiou GK, Guo K, Naveenkumar N, Vieira APA, Das J. PASS theory of intelligence and academic achievement: A meta-analytic review. INTELLIGENCE 2020. [DOI: 10.1016/j.intell.2020.101431] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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35
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Dong Y, Peng SN, Sun YK, Wu SXY, Wang WS. Reading Comprehension and Metalinguistic Knowledge in Chinese Readers: A Meta-Analysis. Front Psychol 2020; 10:3037. [PMID: 32116868 PMCID: PMC7013083 DOI: 10.3389/fpsyg.2019.03037] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/18/2019] [Accepted: 12/23/2020] [Indexed: 11/13/2022] Open
Abstract
Metalinguistic knowledge has a facilitative effect on reading comprehension. This meta-analysis examined the relationship between metalinguistic knowledge and reading comprehension among Chinese students. By focusing on both Chinese and English scripts' reading comprehension performance, this study synthesized 46 studies with 73 independent samples that represented 10,793 Chinese students from primary school to university levels. We found that in both Chinese and English scripts' reading, morphological awareness had the strongest correlation with reading comprehension, whereas both phonological awareness and orthographical skill had a similar medium correlation with reading comprehension. All three metalinguistic knowledge, which was not significantly influenced by the selected moderators of grade group, area, language type, and assessment, had an independent correlation with reading comprehension. The results suggested that reading stages did not significantly impact the function of metalinguistic knowledge on both Chinese and English scripts' reading comprehension for Chinese students. In addition, for Chinese students, morphological awareness plays a more important role than phonological awareness and orthographical skill in both Chinese and English scripts' reading comprehension.
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Affiliation(s)
- Yang Dong
- Faculty of Education and Science, Jiaying University, Meizhou, China
- Department of Social and Behavioural Sciences, City University of Hong Kong, Kowloon Tong, Hong Kong
| | - Shu-Na Peng
- Faculty of Education and Science, Jiaying University, Meizhou, China
| | - Yuan-Ke Sun
- Department of Science and Environmental Studies, The Education University of Hong Kong, Tai Po, Hong Kong
| | - Sammy Xiao-Ying Wu
- Department of Special Education and Counselling, The Education University of Hong Kong, Tai Po, Hong Kong
| | - Wei-Sha Wang
- University of Southampton, Southampton, United Kingdom
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36
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Ip KI, Marks RA, Hsu LSJ, Desai N, Kuan JL, Tardif T, Kovelman L. Morphological processing in Chinese engages left temporal regions. BRAIN AND LANGUAGE 2019; 199:104696. [PMID: 31655417 PMCID: PMC6876548 DOI: 10.1016/j.bandl.2019.104696] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/30/2017] [Revised: 06/28/2019] [Accepted: 09/12/2019] [Indexed: 05/04/2023]
Abstract
Morphological awareness, the ability to manipulate the smallest units of meaning, is critical for Chinese literacy. This is because Chinese characters typically reflect the morphemic, or morpho-syllabic units of language. Yet, the neurocognitive mechanisms underlying Chinese speakers' morphological processing remain understudied. Proficient readers (N = 14) completed morphological and phonological judgment tasks in Chinese, in both auditory and visual modalities, during fMRI imaging. Key to our inquiry were patterns of activation in left temporal regions, especially the superior temporal gyrus, which is critical for phonological processing and reading success. The findings revealed that morphological tasks elicited robust activation in superior and middle temporal regions commonly associated with automated phonological and lexico-semantic analyses. In contrast, the rhyme judgment task elicited greater activation in left frontal lobe regions, reflecting the analytical complexity of sound-to-print mapping in Chinese. The findings suggest that left temporal regions are sensitive to salient morpho-syllabic characteristics of a given language.
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Affiliation(s)
- Ka I Ip
- Department of Psychology, University of Michigan, 530 Church Street, Ann Arbor, MI 48109, United States
| | - Rebecca A Marks
- Department of Psychology, University of Michigan, 530 Church Street, Ann Arbor, MI 48109, United States
| | - Lucy Shih-Ju Hsu
- Department of Psychology, The University of Hong Kong, Pokfulam, Hong Kong
| | - Nikita Desai
- Department of Psychology, University of Michigan, 530 Church Street, Ann Arbor, MI 48109, United States
| | - Ji Ling Kuan
- Department of Psychology, University of Michigan, 530 Church Street, Ann Arbor, MI 48109, United States
| | - Twila Tardif
- Department of Psychology, University of Michigan, 530 Church Street, Ann Arbor, MI 48109, United States
| | - Loulia Kovelman
- Department of Psychology, University of Michigan, 530 Church Street, Ann Arbor, MI 48109, United States; Center for Human Growth and Development, University of Michigan, 300 North Ingalls, Ann Arbor, MI 48109, United States.
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37
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Zhao Y, Wu X, Sun P, Xie R, Feng J, Chen H. The relationship between morphological awareness and reading comprehension among Chinese children: evidence from multiple mediation models. LEARNING AND INDIVIDUAL DIFFERENCES 2019. [DOI: 10.1016/j.lindif.2019.04.005] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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38
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Zou L, Packard JL, Xia Z, Liu Y, Shu H. Morphological and Whole-Word Semantic Processing Are Distinct: Event Related Potentials Evidence From Spoken Word Recognition in Chinese. Front Hum Neurosci 2019; 13:133. [PMID: 31057382 PMCID: PMC6478770 DOI: 10.3389/fnhum.2019.00133] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/13/2018] [Accepted: 04/03/2019] [Indexed: 01/23/2023] Open
Abstract
Behavioral and imaging studies in alphabetic languages have shown that morphological processing is a discrete and independent element of lexical access. However, there is no explicit marker of morphological structure in Chinese complex words, such that the extent to which morpheme meaning is related to word meaning is unknown. Event-related potentials (ERPs) were used in the present study to investigate the dissociation of morphemic and whole-word meaning in an auditory-auditory primed lexical decision task. All the prime and target words are compounds consisting of two Chinese morphemes. The relationship between morpheme and whole-word meaning was manipulated while controlling the phonology and orthography of the first syllable in each prime-target pair. A clear dissociation was found between morphemic and whole-word meaning on N400 amplitude and topography. Specifically, sharing a morpheme produced a larger N400 in the anterior-central electrode sites, while sharing whole-word meaning produced a smaller N400 in central-posterior electrode sites. In addition, the morphological N400 effect was negatively correlated with the participants' reading ability, with better readers needing less orthographic information to distinguish different morphemes in compound words. These findings indicate that morphological and whole-word meaning are dissociated in spoken Chinese compound word recognition and that even in the spoken language modality, good readers are better able to access the meaning of individual morphemes in Chinese compound word processing.
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Affiliation(s)
- Lijuan Zou
- School of Psychology and Education, Zaozhuang University, Zaozhuang, China
| | - Jerome L. Packard
- Beckman Institute, University of Illinois, Urbana, IL, United States
| | - Zhichao Xia
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China
- Center for Collaboration and Innovation in Brain and Learning Sciences, Beijing Normal University, Beijing, China
| | - Youyi Liu
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China
- Center for Collaboration and Innovation in Brain and Learning Sciences, Beijing Normal University, Beijing, China
| | - Hua Shu
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China
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39
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Xie R, Zhang J, Wu X, Nguyen TP. The Relationship Between Morphological Awareness and Reading Comprehension Among Chinese Children. Front Psychol 2019; 10:54. [PMID: 30774607 PMCID: PMC6367908 DOI: 10.3389/fpsyg.2019.00054] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/22/2018] [Accepted: 01/09/2019] [Indexed: 11/15/2022] Open
Abstract
The present study examined the developmental relationship between morphological awareness and reading comprehension, using a 1-year longitudinal study with a sample of 439 Chinese-speaking students in Grades 1, 3, and 5, respectively. Children's text reading and three components of morphological awareness: homophone awareness, homograph awareness and compounding awareness were measured. After controlling for word reading, vocabulary knowledge, IQ, rapid automatized naming and phonological awareness measured at the initial level, the structural equation modeling results indicated that children's compounding awareness made a significant direct contribution to reading comprehension only from Grade 5 to 6. Children's reading comprehension also made a unique contribution to compounding awareness from Grade 5 to 6. Thus a reciprocal relationship between compounding awareness and reading comprehension was found for Grade 5 to 6. Reading comprehension in Grades 3 and 5 predicted homophone awareness in Grades 4 and 6 were marginal significance, respectively, but initial homophone awareness did not predict later reading comprehension across grades. Furthermore, there no unique connection between homograph awareness and reading comprehension across grades. These findings suggest a dynamic relationship between different aspects of morphological awareness and reading comprehension in Chinese-speaking children across elementary school years.
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Affiliation(s)
- Ruibo Xie
- Beijing Key Laboratory of Applied Experimental Psychology, Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Jie Zhang
- Department of Curriculum and Instruction, University of Houston, Houston, TX, United States
| | - Xinchun Wu
- Beijing Key Laboratory of Applied Experimental Psychology, Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Thi Phuong Nguyen
- Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, Beijing, China
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40
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Yang X, Peng P, Meng X. How do metalinguistic awareness, working memory, reasoning, and inhibition contribute to Chinese character reading of kindergarten children? INFANT AND CHILD DEVELOPMENT 2019. [DOI: 10.1002/icd.2122] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Affiliation(s)
- Xiujie Yang
- Department of PsychologyThe Chinese University of Hong Kong Hong Kong
| | - Peng Peng
- Department of Special EducationUniversity of Texas at Austin Austin Texas USA
| | - Xiangzhi Meng
- School of Psychological and Cognitive Sciences, Beijing Key Laboratory of Behavioral and Mental HealthPeking University Beijing China
- PekingU‐PolyU Center for Child Development and LearningSchool of Psychological and Cognitive Sciences, Peking University Beijing China
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41
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Zhang X, Hu BY, Ren L, Huo S, Wang M. Young Chinese Children's Academic Skill Development: Identifying Child-, Family-, and School-Level Factors. New Dir Child Adolesc Dev 2019; 2019:9-37. [PMID: 30615267 DOI: 10.1002/cad.20271] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Abstract
This chapter addresses how child-, family-, and school-level characteristics are associated with Chinese children's academic skill development during their preschool years. Academic skills are defined in terms of young children's emergent competencies in academic domains including literacy, mathematics, and science. First, we review the relations of young Chinese children's cognition (language, visuospatial, and executive functioning), behavior (social behavior and behavioral regulation), and affect (interest and attitude) to their performance in these academic domains. Second, we review the roles of familial variables, including family socioeconomic status and broad and specific aspects of parenting practices and parental involvement. Third, we review school- and classroom-level factors, with a special emphasis on preschool and classroom quality that is particularly relevant to young Chinese children's academic skills. We discuss the educational implications of these study findings and identify methodological limitations that may threaten their internal and external validity. Our aim is to bring attention to the growing body of research on young Chinese children's academic skill development and to highlight several areas that need further research.
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Affiliation(s)
- Xiao Zhang
- Faculty of Education, The University of Hong Kong
| | - Bi Ying Hu
- Faculty of Education, University of Macau
| | - Lixin Ren
- Faculty of Education, East China Normal University
| | - Shuting Huo
- Faculty of Education, The University of Hong Kong
| | - Meifang Wang
- College of Elementary Education, Capital Normal University
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42
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Georgiou GK. Child and Adolescent Development in China: Not That Different From Western Countries After All? New Dir Child Adolesc Dev 2019; 2019:163-166. [PMID: 30614599 DOI: 10.1002/cad.20270] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
The purpose of this commentary is to discuss the key points addressed in the papers included in the special issue on child and adolescent development in China. The reviews included here suggest that, for the most part, child and adolescent development in China is not significantly different from that reported in Western countries. I further argue that to better understand the role of Chinese culture in academic achievement (this appears to be the major outcome in most studies), we need more cross-cultural studies that contrast the role of multiple factors (e.g., cognitive, linguistic, environmental) simultaneously.
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Affiliation(s)
- George K Georgiou
- Department of Educational Psychology, University of Alberta, Edmonton-AB, Canada
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43
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The Effects of a Classical Poetry Program on Aesthetic Language Expression and Chinese
Character Recognition of Four-year-old Chinese Children. ADONGHAKOEJI 2018. [DOI: 10.5723/kjcs.2018.39.5.93] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
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44
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Shechter A, Lipka O, Katzir T. Predictive Models of Word Reading Fluency in Hebrew. Front Psychol 2018; 9:1882. [PMID: 30356726 PMCID: PMC6189333 DOI: 10.3389/fpsyg.2018.01882] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/26/2018] [Accepted: 09/13/2018] [Indexed: 11/13/2022] Open
Abstract
This study examined a multi-componential approach to reading fluency in first and third grade Hebrew speaking children. Measures of naming speed, phonological awareness (PA), morphological awareness (MA), syntax awareness, and vocabulary were administered to first (N = 68) and third (N = 67) graders. Hierarchical regression models revealed that in both grades, naming speed accounted for most of the variance in each model. However, while in the first grade, word reading fluency was also predicted by vocabulary, in the third grade, both PA and MA were significant additional predictors. Predictive models of word reading fluency in Hebrew and applied implications are proposed.
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Affiliation(s)
- Adi Shechter
- Department of Learning Disabilities, Edmond J. Safra Brain Research Center, University of Haifa, Haifa, Israel
| | - Orly Lipka
- Department of Learning Disabilities, Edmond J. Safra Brain Research Center, University of Haifa, Haifa, Israel
| | - Tami Katzir
- Department of Learning Disabilities, Edmond J. Safra Brain Research Center, University of Haifa, Haifa, Israel.,Department of Special Education, Edmond J. Safra Brain Research Center, University of Haifa, Haifa, Israel
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45
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Zhou W, Xia Z, Georgiou GK, Shu H. The Distinct Roles of Dorsal and Ventral Visual Systems in Naming of Chinese Characters. Neuroscience 2018; 390:256-264. [PMID: 30176323 DOI: 10.1016/j.neuroscience.2018.08.024] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/26/2018] [Revised: 08/20/2018] [Accepted: 08/23/2018] [Indexed: 11/28/2022]
Abstract
We aimed to investigate the role of dorsal and ventral visual systems in rapid naming of simple Chinese characters. Twenty college students (10 female; Mage = 22.5 years) were required to covertly read a character- and a cross-matrix during an fMRI experiment. A basic prosaccade and a prosaccade-naming task were also performed to confirm the functional significance of the findings. The results of whole brain analysis showed that both dorsal and ventral visual systems were activated in the character-matrix reading. The cross-matrix scanning elicited weaker activation in the left middle frontal gyrus, superior temporal gyrus, and ventral occipitotemporal cortex. Next, whereas both top-down and bottom-up effective connectivities (ECs) were found between these two systems in the character-matrix reading, only top-down ECs were observed in the cross-matrix scanning. Moreover, in the character-matrix reading, we found a negative correlation between the reaction time of naming in the prosaccade-naming task and the EC strength from visual word form area to superior temporal gyrus and a positive correlation between the reaction time in the basic prosaccade task and the EC strength from middle frontal gyrus to intraparietal sulcus. The cross-matrix scanning did not show any brain-behavior relationship. These results suggest that while the dorsal visual system is mainly engaged in eye-movement control, the ventral system is associated more with orthographic processing and orthography-phonology mapping.
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Affiliation(s)
- Wei Zhou
- Beijing Key Lab of Learning and Cognition, School of Psychology, Capital Normal University, China
| | - Zhichao Xia
- State Key Laboratory of Cognitive Neuroscience and Learning and IDG/McGovern Institute for Brain Research, Beijing Normal University, China
| | | | - Hua Shu
- State Key Laboratory of Cognitive Neuroscience and Learning and IDG/McGovern Institute for Brain Research, Beijing Normal University, China.
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46
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Manolitsis G, Grigorakis I, Georgiou GK. The Longitudinal Contribution of Early Morphological Awareness Skills to Reading Fluency and Comprehension in Greek. Front Psychol 2017; 8:1793. [PMID: 29081759 PMCID: PMC5645533 DOI: 10.3389/fpsyg.2017.01793] [Citation(s) in RCA: 29] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2017] [Accepted: 09/27/2017] [Indexed: 12/04/2022] Open
Abstract
The purpose of this longitudinal study was to examine the role of three morphological awareness (MA) skills (inflection, derivation, and compounding) in word reading fluency and reading comprehension in a relatively transparent orthography (Greek). Two hundred and fifteen (104 girls; Mage = 67.40 months, at kindergarten) Greek children were followed from kindergarten (K) to grade 2 (G2). In K and grade 1 (G1), they were tested on measures of MA (two inflectional, two derivational, and three compounding), letter knowledge, phonological awareness, rapid automatized naming (RAN), and general cognitive ability (vocabulary and non-verbal IQ). At the end of G1 and G2, they were also tested on word reading fluency and reading comprehension. The results of hierarchical regression analyses showed that the inflectional and derivational aspects of MA in K as well as all aspects of MA in G1 accounted for 2-5% of unique variance in reading comprehension. None of the MA skills predicted word reading fluency, after controlling for the effects of vocabulary and RAN. These findings suggest that the MA skills, even when assessed as early as in kindergarten, play a significant role in reading comprehension development.
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Affiliation(s)
- George Manolitsis
- Department of Preschool Education, University of Crete, Rethymno, Greece
| | - Ioannis Grigorakis
- Department of Preschool Education, University of Crete, Rethymno, Greece
| | - George K. Georgiou
- Department of Educational Psychology, University of Alberta, Edmonton, AB, Canada
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