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Direct and indirect effects of cognitive-linguistic and home environment factors on pinyin reading development.

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Title: Direct and indirect effects of cognitive-linguistic and home environment factors on pinyin reading development.
Authors: Inoue, Tomohiro1, Zhang, Su-Zhen2, Georgiou, George K.3
Source: Educational Psychology. Sep2022, Vol. 42 Issue 8, p991-1007. 17p.
Subject Terms: *Home environment, *Reading, *Vocabulary, *Comparative linguistics, Pinyin romanization, Cognitive linguistics, Chinese language
Abstract: We examined the developmental relationship between cognitive-linguistic skills (nonverbal IQ, vocabulary, phonological awareness, rapid automatised naming [RAN]), home environment factors (direct teaching, shared book reading, access to literacy resources, parents' expectations, family's socioeconomic status [SES]), and pinyin letter knowledge in kindergarten, pinyin reading accuracy at the beginning of Grade 1, and pinyin reading fluency at the middle of Grade 1 in a sample of 159 Chinese children (mean age = 72.70 months). Results showed that phonological awareness, RAN, and direct teaching were associated with pinyin letter knowledge. RAN consistently predicted pinyin reading accuracy and fluency. Moreover, parents' expectations and family's SES predicted pinyin reading indirectly through RAN and direct teaching. These findings suggest that the cognitive-linguistic and home environment predictors of pinyin reading are similar to those for Chinese reading, except that vocabulary and access to literacy resources may be less important for pinyin reading. [ABSTRACT FROM AUTHOR]
Copyright of Educational Psychology is the property of Taylor & Francis Ltd 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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  Data: Direct and indirect effects of cognitive-linguistic and home environment factors on pinyin reading development.
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  Data: <searchLink fieldCode="AR" term="%22Inoue%2C+Tomohiro%22">Inoue, Tomohiro</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Zhang%2C+Su-Zhen%22">Zhang, Su-Zhen</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Georgiou%2C+George+K%2E%22">Georgiou, George K.</searchLink><relatesTo>3</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Educational+Psychology%22">Educational Psychology</searchLink>. Sep2022, Vol. 42 Issue 8, p991-1007. 17p.
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  Data: *<searchLink fieldCode="DE" term="%22Home+environment%22">Home environment</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br />*<searchLink fieldCode="DE" term="%22Vocabulary%22">Vocabulary</searchLink><br />*<searchLink fieldCode="DE" term="%22Comparative+linguistics%22">Comparative linguistics</searchLink><br /><searchLink fieldCode="DE" term="%22Pinyin+romanization%22">Pinyin romanization</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+linguistics%22">Cognitive linguistics</searchLink><br /><searchLink fieldCode="DE" term="%22Chinese+language%22">Chinese language</searchLink>
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  Label: Abstract
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  Data: We examined the developmental relationship between cognitive-linguistic skills (nonverbal IQ, vocabulary, phonological awareness, rapid automatised naming [RAN]), home environment factors (direct teaching, shared book reading, access to literacy resources, parents' expectations, family's socioeconomic status [SES]), and pinyin letter knowledge in kindergarten, pinyin reading accuracy at the beginning of Grade 1, and pinyin reading fluency at the middle of Grade 1 in a sample of 159 Chinese children (mean age = 72.70 months). Results showed that phonological awareness, RAN, and direct teaching were associated with pinyin letter knowledge. RAN consistently predicted pinyin reading accuracy and fluency. Moreover, parents' expectations and family's SES predicted pinyin reading indirectly through RAN and direct teaching. These findings suggest that the cognitive-linguistic and home environment predictors of pinyin reading are similar to those for Chinese reading, except that vocabulary and access to literacy resources may be less important for pinyin reading. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Educational Psychology is the property of Taylor & Francis Ltd 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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      – Type: doi
        Value: 10.1080/01443410.2022.2108767
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      – Code: eng
        Text: English
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        PageCount: 17
        StartPage: 991
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      – SubjectFull: Home environment
        Type: general
      – SubjectFull: Reading
        Type: general
      – SubjectFull: Vocabulary
        Type: general
      – SubjectFull: Comparative linguistics
        Type: general
      – SubjectFull: Pinyin romanization
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      – SubjectFull: Cognitive linguistics
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      – SubjectFull: Chinese language
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            NameFull: Zhang, Su-Zhen
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            – D: 01
              M: 09
              Text: Sep2022
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              Y: 2022
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