ORCID Profile
0000-0001-8163-087X
Current Organisation
The Chinese University of Hong Kong
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Publisher: Wiley
Date: 27-05-2021
DOI: 10.1111/CDEV.13589
Abstract: We examined the bidirectional relations between home literacy environment, reading interest, and children’s emergent literacy and reading skills in a s le of 172 English‐speaking Canadian children ( M age = 75.87 months) followed from Grade 1 to Grade 3. Results of cross‐lagged analysis revealed that the reading comprehension activities (RCA) at home positively predicted children's reading skills at the end of Grade 2 and the reading skills negatively predicted the RCA in Grade 3. Parent‐rated reading interest was bidirectionally related to reading skills, whereas child‐rated reading interest was only predicted by earlier reading skills, but not vice versa. These findings suggest that parents are sensitive to their children’s reading performance and modify their involvement accordingly.
Publisher: Springer Science and Business Media LLC
Date: 11-12-2018
Publisher: Informa UK Limited
Date: 16-02-2018
Publisher: Frontiers Media SA
Date: 31-07-2020
Publisher: American Psychological Association (APA)
Date: 11-2019
DOI: 10.1037/EDU0000354
Publisher: Frontiers Media SA
Date: 28-07-2021
DOI: 10.3389/FPSYG.2021.709448
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.
Publisher: Wiley
Date: 15-07-2020
Abstract: The present study aimed to examine the early growth of word and nonword reading fluency and their cognitive predictors in a consistent syllabic orthography (Japanese Hiragana ). One hundred sixty‐nine Grade 1 Japanese children ( M age = 80.12 months, SD = 3.62) were followed until the middle of Grade 2 and assessed four times on word and nonword reading fluency in Hiragana . Nonverbal IQ, vocabulary, phonological awareness, rapid automatized naming, phonological memory and morphological awareness were also assessed at the beginning of Grade 1. Growth curve analysis showed that growth was faster in word reading than in nonword reading and the lexicality effect increased over time. Rapid automatized naming, phonological memory and morphological awareness were associated with the initial status and rate of growth in word and nonword reading. Furthermore, the initial status and the growth rates were highly correlated between word and nonword reading, even when the effects of the cognitive skills were controlled. These findings suggest that, despite the remarkable differences in the growth trajectories of word and nonword reading fluency, they share at least a part of their underlying processes and develop closely in tandem during this period.
Publisher: Wiley
Date: 08-03-2017
Publisher: Springer Science and Business Media LLC
Date: 04-02-2017
Publisher: Cambridge University Press (CUP)
Date: 09-11-2018
DOI: 10.1017/S0142716418000541
Abstract: We examined the cross-lagged relations between word reading fluency in the two orthographic systems of Japanese: phonetic (syllabic) Hiragana and morphographic Kanji. One hundred forty-two Japanese-speaking children were assessed on word reading fluency twice in Grade 1 (Times 1 and 2) and twice in Grade 2 (Times 3 and 4). Nonverbal IQ, vocabulary, phonological awareness, morphological awareness, and rapid automatized naming were also assessed in Time 1. Results of path analysis revealed that Time 1 Hiragana fluency predicted Time 2 Kanji fluency after controlling for the cognitive skills. Time 2 Hiragana fluency did not predict Time 3 Kanji fluency or vice versa after the autoregressor was controlled, but Hiragana and Kanji fluency were reciprocally related between Times 3 and 4. These findings provide evidence for a cross-script transfer of word reading fluency across the two contrastive orthographic systems, and the first evidence of fluency in a morphographic script predicting fluency development in a phonetic script within the same language.
Publisher: Informa UK Limited
Date: 13-09-2022
Publisher: Springer Science and Business Media LLC
Date: 02-01-2021
Publisher: Informa UK Limited
Date: 08-06-2017
Publisher: Springer Science and Business Media LLC
Date: 26-04-2023
DOI: 10.1007/S11145-023-10432-4
Abstract: We examined the associations between teachers’ knowledge of language and literacy constructs, perceived ability to teach early literacy skills, instructional practice, and students’ early reading outcomes. The results showed that teacher knowledge predicted quality of instruction, but neither quality of instruction nor teacher knowledge were associated with stronger decoding or word reading outcomes once earlier decoding skills were controlled. Differentiation of instruction was observed more in classrooms with lower initial decoding skills, and it contributed to better decoding at Time 2. Finally, perceived ability predicted decoding and years of experience predicted word reading at Time 2.
Publisher: Elsevier BV
Date: 04-2022
Publisher: Springer Science and Business Media LLC
Date: 09-01-2022
Publisher: Springer Science and Business Media LLC
Date: 29-11-2021
Publisher: Informa UK Limited
Date: 14-05-2018
Publisher: Cambridge University Press (CUP)
Date: 14-07-2021
DOI: 10.1017/S0142716421000321
Abstract: We examined the growth trajectories of reading in a consistent orthography (Greek) in two developmental periods (from Grade 1 to Grade 4 and from Grade 4 to Grade 10) and what cognitive skills predict the growth patterns. Seventy-five Greek-speaking children were assessed in Grades 1, 2, 4, 6, and 10 on word-, nonword-, and text-reading fluency. In Grades 1 and 4, they were also assessed on phonological awareness, rapid naming, phonological memory, orthographic knowledge, and articulation rate. Results of growth curve modeling showed that during the first developmental period, there was a rapid initial growth from Grade 1 to Grade 2 followed by a less rapid growth from Grade 2 to Grade 4. In the second developmental period, the slow growth continued. In both developmental periods, rapid naming and orthographic knowledge predicted the initial status of all reading outcomes and phonological memory predicted the initial status of nonword-reading fluency. Phonological awareness predicted the initial status of nonword-reading fluency in the first developmental period and the initial status of word- and text-reading fluency in the second developmental period. None of the cognitive skills predicted the growth rate in reading skills. Theoretical and practical implications of these findings are discussed.
Publisher: Elsevier BV
Date: 04-2021
Location: No location found
No related grants have been discovered for Tomohiro Inoue.