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The influence of early linguistic skills and family factors on literacy acquisition in Chinese children: Follow-up from age 3 to age 11

Published on Jun 1, 2017in Learning and Instruction
· DOI :10.1016/j.learninstruc.2016.12.003
Mengmeng Su7
Estimated H-index: 7
('ENS Paris': École Normale Supérieure),
Hugo Peyre12
Estimated H-index: 12
('ENS Paris': École Normale Supérieure)
+ 8 AuthorsHua Shu41
Estimated H-index: 41
(McGovern Institute for Brain Research)
Abstract
Abstract The present longitudinal study investigated the predictive power of preschool linguistic skills and early family factors on children's comprehensive literacy skills at the end of primary school in 262 Chinese children. The results indicated that a substantial (20–34%) share of variance of 5th grade (age 11) literacy skills in Chinese could be explained by early family factors (age 3) and linguistic skills (age 3–age 5). Family socioeconomic status and parent-child reading tuition were associated with different literacy measures. A differential pattern of prediction was also observed among different literacy skills. Furthermore, path analyses indicated that the relationships between early family factors and literacy skills at age 11 were mediated by specific linguistic and cognitive skills at preschool.
  • References (61)
  • Citations (8)
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References61
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#1Jinger Pan (McGovern Institute for Brain Research)H-Index: 10
#2Shuang Song (McGovern Institute for Brain Research)H-Index: 5
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The present study reported data on phonological awareness, morphological awareness, and Chinese literacy skills of 294 children from an 8-year longitudinal study. Results showed that mainland Chinese children's preliterate syllable awareness at ages 4 to 6 years uniquely predicted post-literate morphological awareness at ages 7 to 10 years. Preliterate syllable awareness directly contributed to character reading and writing at age 11 years, while post-literate phonemic awareness predicted only c...
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#1Shuang Song (BNU: Beijing Normal University)H-Index: 1
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ABSTRACTPrevious meta-analyses on the relationship between phonological awareness, rapid automatized naming (RAN), and reading have been conducted primarily in English, an atypical alphabetic orthography. Here, we aimed to examine the association between phonological awareness, RAN, and word reading in a nonalphabetic language (Chinese). A random-effects model analysis of data from 35 studies revealed a moderate relationship of phonological awareness with reading accuracy (r = .36) and reading f...
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#1Shuang Song (BNU: Beijing Normal University)H-Index: 5
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