Predicting the early growth of word and nonword reading fluency in a consistent syllabic orthography

Background 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). Method One hundred sixty‐nine Grade 1 Japanese children (Mage = 80.12 months, SD = 3.62) were followed until the...

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Bibliographic Details
Published in:Journal of research in reading 2020-08, Vol.43 (3), p.364-381
Main Authors: Inoue, Tomohiro, Georgiou, George K., Muroya, Naoko, Hosokawa, Miyuki, Maekawa, Hisao, Parrila, Rauno
Format: Article
Language:English
Subjects:
Cognition & reasoning
Cognitive ability
Early intervention
Elementary School Students
Fluency
Foreign Countries
Grade 1
Grade 2
growth trajectory
Japanese
Japanese language
Memory
Morphological processing
Morphology
Naming
Nonwords
Orthographic Symbols
Orthography
Phonological awareness
Phonology
Predictive Measurement
Reading
Reading Fluency
Reading Tests
syllabary
Syllables
Thinking Skills
word reading
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Summary:Background 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). Method One hundred sixty‐nine Grade 1 Japanese children (Mage = 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. Results 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. Conclusions 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.
ISSN:0141-0423
1467-9817
DOI:10.1111/1467-9817.12317