ABSTRACT

Rh Findings: This study investigated the bidirectional relations among paired associate learning (PAL), language-specific skills and Chinese word reading in kindergarten children from second year (K2) to third year (K3). We tested 204 children on four mapping conditions of PAL (i.e., visual-verbal, verbal-verbal, visual-visual, and verbal-visual), phonological awareness, orthographic knowledge, executive functioning skills of working memory and inhibition, visual-motor integration, and Chinese word reading. Results of cross-lagged panel analysis showed that Chinese word reading uniquely predicted subsequent development of PAL and the language-specific skills of phonological awareness and orthographic knowledge, but not vice versa. Furthermore, the bidirectional associations between PAL and orthographic knowledge were not found in this study. The covariates of inhibition and visual-motor integration were also found to play crucial roles in the development of PAL. Pce or Policy: Together, these findings suggest that the process of learning to read modifies and refines the development of PAL and language-specific skills in beginning readers.

摘要

Rh 发现：本研究调查了幼儿园二年级（K2）至三年级（K3）儿童配对联想学习（PAL）、特定语言技能和汉语单词阅读之间的双向关系。我们测试了 204 名儿童的 PAL 四种映射条件（即视觉-语言、语言-语言、视觉-视觉和语言-视觉）、语音意识、正字法知识、工作记忆和抑制的执行功能技能、视觉-运动整合，和中文单词阅读。交叉滞后面板分析的结果表明，中文单词阅读唯一地预测了 PAL 的后续发展以及语音意识和拼写知识的语言特定技能，但反之则不然。此外，本研究未发现 PAL 与正字法知识之间的双向关联。Pce 或政策：这些研究结果表明，学习阅读的过程会改变和完善初级读者的 PAL 和特定语言技能的发展。