Cognitive predictors of literacy acquisition in syllabic Hiragana and morphographic Kanji.
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| Title: | Cognitive predictors of literacy acquisition in syllabic Hiragana and morphographic Kanji. |
|---|---|
| Authors: | Inoue, Tomohiro1 t_inoue@seigakuin-univ.ac.jp, Georgiou, George2, Muroya, Naoko3, Maekawa, Hisao4, Parrila, Rauno2 |
| Source: | Reading & Writing. Jun2017, Vol. 30 Issue 6, p1335-1360. 26p. |
| Subject Terms: | *Cognitive ability, *Fluency (Language learning), *Communicative competence, Syllabication, Monosyllables |
| Abstract: | We examined the role of different cognitive skills in word reading (accuracy and fluency) and spelling accuracy in syllabic Hiragana and morphographic Kanji. Japanese Hiragana and Kanji are strikingly contrastive orthographies: Hiragana has consistent character-sound correspondences with a limited symbol set, whereas Kanji has inconsistent character-sound correspondences with a large symbol set. One hundred sixty-nine Japanese children were assessed at the beginning of grade 1 on reading accuracy and fluency, spelling, phonological awareness, phonological memory, rapid automatized naming (RAN), orthographic knowledge, and morphological awareness, and on reading and spelling at the middle of grade 1. The results showed remarkable differences in the cognitive predictors of early reading accuracy and spelling development in Hiragana and Kanji, and somewhat lesser differences in the predictors of fluency development. Phonological awareness was a unique predictor of Hiragana reading accuracy and spelling, but its impact was relatively weak and transient. This finding is in line with those reported in consistent orthographies with contained symbol sets such as Finnish and Greek. In contrast, RAN and morphological awareness were more important predictors of Kanji than of Hiragana, and the patterns of relationships for Kanji were similar to those found in inconsistent orthographies with extensive symbol sets such as Chinese. The findings suggested that Japanese children learning two contrastive orthographic systems develop partially separate cognitive bases rather than a single basis for literacy acquisition. [ABSTRACT FROM AUTHOR] |
| Copyright of Reading & Writing is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Items | – Name: Title Label: Title Group: Ti Data: Cognitive predictors of literacy acquisition in syllabic Hiragana and morphographic Kanji. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Inoue%2C+Tomohiro%22">Inoue, Tomohiro</searchLink><relatesTo>1</relatesTo><i> t_inoue@seigakuin-univ.ac.jp</i><br /><searchLink fieldCode="AR" term="%22Georgiou%2C+George%22">Georgiou, George</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Muroya%2C+Naoko%22">Muroya, Naoko</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Maekawa%2C+Hisao%22">Maekawa, Hisao</searchLink><relatesTo>4</relatesTo><br /><searchLink fieldCode="AR" term="%22Parrila%2C+Rauno%22">Parrila, Rauno</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Reading+%26+Writing%22">Reading & Writing</searchLink>. Jun2017, Vol. 30 Issue 6, p1335-1360. 26p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Cognitive+ability%22">Cognitive ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Fluency+%28Language+learning%29%22">Fluency (Language learning)</searchLink><br />*<searchLink fieldCode="DE" term="%22Communicative+competence%22">Communicative competence</searchLink><br /><searchLink fieldCode="DE" term="%22Syllabication%22">Syllabication</searchLink><br /><searchLink fieldCode="DE" term="%22Monosyllables%22">Monosyllables</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: We examined the role of different cognitive skills in word reading (accuracy and fluency) and spelling accuracy in syllabic Hiragana and morphographic Kanji. Japanese Hiragana and Kanji are strikingly contrastive orthographies: Hiragana has consistent character-sound correspondences with a limited symbol set, whereas Kanji has inconsistent character-sound correspondences with a large symbol set. One hundred sixty-nine Japanese children were assessed at the beginning of grade 1 on reading accuracy and fluency, spelling, phonological awareness, phonological memory, rapid automatized naming (RAN), orthographic knowledge, and morphological awareness, and on reading and spelling at the middle of grade 1. The results showed remarkable differences in the cognitive predictors of early reading accuracy and spelling development in Hiragana and Kanji, and somewhat lesser differences in the predictors of fluency development. Phonological awareness was a unique predictor of Hiragana reading accuracy and spelling, but its impact was relatively weak and transient. This finding is in line with those reported in consistent orthographies with contained symbol sets such as Finnish and Greek. In contrast, RAN and morphological awareness were more important predictors of Kanji than of Hiragana, and the patterns of relationships for Kanji were similar to those found in inconsistent orthographies with extensive symbol sets such as Chinese. The findings suggested that Japanese children learning two contrastive orthographic systems develop partially separate cognitive bases rather than a single basis for literacy acquisition. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Reading & Writing is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11145-017-9726-4 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 26 StartPage: 1335 Subjects: – SubjectFull: Cognitive ability Type: general – SubjectFull: Fluency (Language learning) Type: general – SubjectFull: Communicative competence Type: general – SubjectFull: Syllabication Type: general – SubjectFull: Monosyllables Type: general Titles: – TitleFull: Cognitive predictors of literacy acquisition in syllabic Hiragana and morphographic Kanji. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Inoue, Tomohiro – PersonEntity: Name: NameFull: Georgiou, George – PersonEntity: Name: NameFull: Muroya, Naoko – PersonEntity: Name: NameFull: Maekawa, Hisao – PersonEntity: Name: NameFull: Parrila, Rauno IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2017 Type: published Y: 2017 Identifiers: – Type: issn-print Value: 09224777 Numbering: – Type: volume Value: 30 – Type: issue Value: 6 Titles: – TitleFull: Reading & Writing Type: main |
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