The effects of explicit morphological analysis instruction in early elementary Spanish speakers.

The purpose of this study was to compare the effects of implicit and explicit morphological analysis instruction in Spanish, a language characterized by high morphological complexity and relatively consistent letter-sound correspondences. For 3 days, 94 Grade 3 Spanish monolingual students (43 girls; Mage = 8.9 years) were trained on target words containing experimenter-designed suffixes consistent in form and meaning (e.g., the suffix -isba refers to a factory in words such as "botisba" [a boot factory] and "cajisba" [a box factory]). Explicit and implicit instruction differed in the attention given to the co-occurrence of the suffixes in the target words. One day (immediate posttest) and 1 week (delayed posttest) after training concluded, participants were tested on their learning of the suffixes' form using a suffix identification task and meaning using a word definition and a multiple-choice task. Results of mixed-effects models showed that explicit instruction yielded better results for the learning of the form of the suffixes. Regarding meaning, across-condition differences were detected only in the word definition task; explicit instruction produced better results for both trained and transfer words. We discuss our findings in the context of the grain-size unit theory and examine the interplay between the language's orthographic and morphological characteristics, considering their impact on classroom instruction.

Do Oral and Silent Word-Reading Fluency Rely on the Same Cognitive-Linguistic Skills? Evidence from a Cross-Sectional Study in Greek.

Researchers tend to use oral- and silent-reading fluency measures interchangeably and to generalize research findings across reading modes, especially from oral to silent reading. In this study, we sought to examine if oral and silent word-reading fluency rely on the same cognitive-linguistic skills. Three hundred and forty-five Greek children (80 from Grade 2, 85 from Grade 4, 91 from Grade 6, and 89 from Grade 10) were assessed on measures of general cognitive ability, speed of processing, phonological awareness, rapid automatized naming, orthographic knowledge, articulation rate, and word-reading fluency (oral and silent). Results of hierarchical regression analyses revealed that phonological awareness was a unique predictor of both reading outcomes in Grade 2 and orthographic knowledge was a unique predictor of both reading outcomes in Grades 4, 6, and 10. However, rapid automatized naming predicted only oral word-reading fluency. These findings suggest that silent and oral word-reading fluency do not necessarily rely on the same cognitive-linguistic skills at the same grade level and we need to exercise some caution when we generalize the findings across reading modes.

Serial and discrete naming and reading in Chinese first graders: Testing predictions from the cascaded processing hypothesis.

Recent studies have suggested that-beyond automaticity and prosody-reading fluency involves parallel processing of adjacent items presented in a sequence, termed "cascaded processing." To date, most studies examining cascaded processing have been conducted in alphabetic orthographies. Thus, the purpose of this study was to examine the cascaded processing hypothesis in Chinese. A total of 119 Grade 1 Chinese children (61 boys and 58 girls; Mage = 7.30 years, SD = 0.31) were assessed on serial and discrete naming of digits as well as on serial and discrete naming of high-frequency one- and two-character words and low-frequency one-character words presented with pinyin. Results of hierarchical regression analyses showed, first, that serial digit naming was a unique predictor of discrete naming of low-frequency one-character words and two-character words, but not of high-frequency one-character words. Second, serial digit naming was a unique predictor of reading of high-frequency one- and two-character word reading after controlling for discrete word reading. These findings suggest that Chinese first graders process high-frequency characters holistically (similar to simple digits), which then facilitates parallel processing of multiple stimuli when they are presented in a sequence.

The development of brain rhythms at rest and its impact on vocabulary acquisition.

A long-standing question in developmental science is how the neurodevelopment of the brain influences cognitive functions. Here, we examined the developmental change of resting EEG power and its links to vocabulary acquisition in school-age children. We further explored what mechanisms may mediate the relation between brain rhythm maturation and vocabulary knowledge. Eyes-opened resting-state EEG data were recorded from 53 typically-developing Chinese children every 2 years between the ages of 7 and 11. Our results showed first that delta, theta, and gamma power decreased over time, whereas alpha and beta power increased over time. Second, after controlling for general cognitive abilities, age, home literacy environment, and phonological skills, theta decreases explained 6.9% and 14.4% of unique variance in expressive vocabulary at ages 9 and 11, respectively. We also found that beta increase from age 7 to 9 significantly predicted receptive vocabulary at age 11. Finally, theta decrease predicted expressive vocabulary through the effects of phoneme deletion at age 9 and tone discrimination at age 11. These results substantiate the important role of brain oscillations at rest, especially theta rhythm, in language development. The developmental change of brain rhythms could serve as sensitive biomarkers for vocabulary development in school-age children, which would be of great value in identifying children at risk of language impairment.

Cascaded processing in naming and reading: Evidence from Chinese and Korean.

Previous studies have shown that the ability to simultaneously process multiple items when these appear in serial format (called "cascaded" processing) is an important element of reading fluency. However, most evidence in support of cascaded processing comes from studies conducted in European orthographies. Thus, the purpose of the current study was to examine whether the same findings generalize to nonlinear and nonalphabetic orthographies (i.e., Korean and Chinese). Serial and discrete naming of digits and objects were measured in a sample of 610 Chinese and Korean children from Grades 1, 3, 5, and 6. Children were also assessed on discrete word reading and on word- and text-reading fluency. Results of hierarchical regression analysis showed that discrete naming was the main predictor of discrete word reading in both languages as early as Grade 1. Serial digit naming was the main predictor of word-reading fluency across grades and languages. Finally, serial object naming made a unique contribution to word- and text-reading fluency in Chinese upper grades. Taken together, these findings suggest that, beyond accurate and fast word recognition, there is a universal multi-item (or cascaded) processing skill involved in serial naming and reading fluency.

Developmental Relations Between Home Literacy Environment, Reading Interest, and Reading Skills: Evidence From a 3-Year Longitudinal Study.

We examined the bidirectional relations between home literacy environment, reading interest, and children's emergent literacy and reading skills in a sample of 172 English-speaking Canadian children (Mage  = 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.

How does rapid automatized naming influence orthographic knowledge?

Rapid automatized naming (RAN) is a strong predictor of reading fluency across languages, and some researchers have attributed this to the contribution of RAN to the development of orthographic knowledge, which is predictive of reading fluency. However, to date, it remains unclear whether RAN (alphanumeric and nonalphanumeric) predicts orthographic knowledge (OK) and what skills may mediate their relation. To examine the RAN-OK relations, we assessed 114 Grade 3 Spanish-speaking Mexican children (58 girls; Mage = 7.9 years, SD = 0.3) on RAN (objects and digits), orthographic knowledge (lexical and sublexical; accuracy and response time), speed of processing, multi-element processing, phonemic awareness, and reading fluency. Path analyses showed first that, OK (both lexical and sublexical) partly mediated the effects of RAN on reading fluency. Second, multiple mediation analyses showed an indirect effect of both RAN tasks on lexical and sublexical OK through phonological awareness. In view of Ehri's amalgamation hypothesis and Share's self-teaching hypothesis, our findings suggest that RAN may reflect, in part, the speed with which the phonological representations of letters are accessed and retrieved, which subsequently influences how quickly orthographic representations can be formed and accessed.

Reading and Spelling Development Across Languages Varying in Orthographic Consistency: Do Their Paths Cross?

We examined the cross-lagged relations between reading and spelling in five alphabetic orthographies varying in consistency (English, French, Dutch, German, and Greek). Nine hundred and forty-one children were followed from Grade 1 to Grade 2 and were tested on word and pseudoword reading fluency and on spelling to dictation. Results indicated that the relations across languages were unidirectional: Earlier reading predicted subsequent spelling. However, we also found significant differences between languages in the strength of the effects of earlier reading on subsequent spelling. These findings suggest that, once children master decoding, the observed differences between languages are not related to the direction of the effects but to the strength of the effects from reading to spelling. Theoretical and practical implications are discussed.

What mechanism underlies the rapid automatized naming-reading relation?

We examined why rapid automatized naming (RAN) is related to reading by manipulating one aspect of the RAN task at a time and by inspecting the changes occurring in the RAN-reading relation. In total, 136 Grade 2 English-speaking children and 121 university students were assessed on serial and discrete RAN, cancellation, and yes/no naming as well as on oral and silent reading fluency. The results of regression analyses indicated that seriality, access to phonological representations, and articulation play an important role in the RAN-reading relation. However, their effects were not equal for the two age groups or across the two reading outcomes.

Dyslexia in a consistent orthography: Evidence from reading-level match design.

Studies in consistent orthographies using reading-level (RL) match design have produced conflicting results, possibly because of problems with general ability and RL matching in many studies. We matched the participants on both verbal and nonverbal ability and on reading tasks with no ceiling effects and compared the performance of Grades 4 and 6 Greek-speaking children with dyslexia to those of chronological age (CA) and RL matched control groups across a variety of tasks associated with dyslexia (phonological awareness, rapid naming, phonological memory, and orthographic processing). The results showed that although both Grade 4 and Grade 6 dyslexics performed poorer than the CA groups in most tasks, they did not perform poorer than the RL group in any of the tasks included. We conclude with a discussion of the theoretical ramifications of the results and the appropriateness of the RL match design in studying dyslexia in consistent orthographies.

Child and Adolescent Development in China: Not That Different From Western Countries After All?

The purpose of this commentary is to discuss the key points addressed in the papers included in the special issue on child and adolescent development in China. The reviews included here suggest that, for the most part, child and adolescent development in China is not significantly different from that reported in Western countries. I further argue that to better understand the role of Chinese culture in academic achievement (this appears to be the major outcome in most studies), we need more cross-cultural studies that contrast the role of multiple factors (e.g., cognitive, linguistic, environmental) simultaneously.

Examining the relationship between rapid automatized naming and arithmetic fluency in Chinese kindergarten children.

Rapid automatized naming (RAN) has been found to predict mathematics. However, the nature of their relationship remains unclear. Thus, the purpose of this study was twofold: (a) to examine how RAN (numeric and non-numeric) predicts a subdomain of mathematics (arithmetic fluency) and (b) to examine what processing skills may account for the RAN-arithmetic fluency relationship. A total of 160 third-year kindergarten Chinese children (83 boys and 77 girls, mean age=5.11years) were assessed on RAN (colors, objects, digits, and dice), nonverbal IQ, visual-verbal paired associate learning, phonological awareness, short-term memory, speed of processing, approximate number system acuity, and arithmetic fluency (addition and subtraction). The results indicated first that RAN was a significant correlate of arithmetic fluency and the correlations did not vary as a function of type of RAN or arithmetic fluency tasks. In addition, RAN continued to predict addition and subtraction fluency even after controlling for all other processing skills. Taken together, these findings challenge the existing theoretical accounts of the RAN-arithmetic fluency relationship and suggest that, similar to reading fluency, multiple processes underlie the RAN-arithmetic fluency relationship.

Is processing of symbols and words influenced by writing system? Evidence from Chinese, Korean, English, and Greek.

We examined cross-linguistic effects in the relationship between serial and discrete versions of digit naming and word reading. In total, 113 Mandarin-speaking Chinese children, 100 Korean children, 112 English-speaking Canadian children, and 108 Greek children in Grade 3 were administered tasks of serial and discrete naming of words and digits. Interrelations among tasks indicated that the link between rapid naming and reading is largely determined by the format of the tasks across orthographies. Multigroup path analyses with discrete and serial word reading as dependent variables revealed commonalities as well as significant differences between writing systems. The path coefficient from discrete digits to discrete words was greater for the more transparent orthographies, consistent with more efficient sight-word processing. The effect of discrete word reading on serial word reading was stronger in alphabetic languages, where there was also a suppressive effect of discrete digit naming. However, the effect of serial digit naming on serial word reading did not differ among the four language groups. This pattern of relationships challenges a universal account of reading fluency acquisition while upholding a universal role of rapid serial naming, further distinguishing between multi-element interword and intraword processing.

Modeling the relationship between rapid automatized naming and literacy skills across languages varying in orthographic consistency.

The purpose of this study was twofold: (a) to contrast the prominent theoretical explanations of the rapid automatized naming (RAN)-reading relationship across languages varying in orthographic consistency (Chinese, English, and Finnish) and (b) to examine whether the same accounts can explain the RAN-spelling relationship. In total, 304 Grade 4 children (102 Chinese-speaking Taiwanese children, 117 English-speaking Canadian children, and 85 Finnish-speaking children) were assessed on measures of RAN, speed of processing, phonological processing, orthographic processing, reading fluency, and spelling. The results of path analysis indicated that RAN had a strong direct effect on reading fluency that was of the same size across languages and that only in English was a small proportion of its predictive variance mediated by orthographic processing. In contrast, RAN did not exert a significant direct effect on spelling, and a substantial proportion of its predictive variance was mediated by phonological processing (in Chinese and Finnish) and orthographic processing (in English). Given that RAN predicted reading fluency equally well across languages and that phonological/orthographic processing had very little to do with this relationship, we argue that the reason why RAN is related to reading fluency should be sought in domain-general factors such as serial processing and articulation.

Naming of short words is (almost) the same as naming of alphanumeric symbols: Evidence from two orthographies.

Throughout reading development, a gradual shift is seen in the processes underlying word identification from serial decoding toward parallel processing or sight word reading. It has been argued that this shift can be detected in the correlations between serial and discrete naming of alphanumeric symbols (digits and letters) and words. In the current study, we examined the relations between alphanumeric symbol naming and reading of monosyllabic and multisyllabic words and nonwords in two languages that differ in orthographic consistency: English and Dutch. A sample of 92 English-speaking Canadian children and 101 Dutch children, all in Grade 5, were assessed on discrete and serial naming of digits and letters and on serial and discrete naming of monosyllabic and multisyllabic words and nonwords. Results showed that discrete naming of alphanumeric symbols closely resembled discrete reading of monosyllabic words, suggesting that these words are processed in parallel in both languages. Both serial and parallel reading processes were found to underlie identification of multisyllabic words as well as monosyllabic nonwords. However, differences between the two languages emerged when processing multisyllabic nonwords. Whereas English-speaking children relied more on parallel reading processes to read multisyllabic nonwords, Dutch-speaking children processed these items serially. Theoretical implications of these findings are discussed.

The role of rapid naming in reading development and dyslexia in Chinese.

We examined in a series of studies the mechanism that may underlie the relationship between Rapid Automatized Naming (RAN) and reading (accuracy and fluency) in Mandarin Chinese. Study 1 examined the "arbitrary" connections hypothesis in a sample of Grade 2 children (N=182). Study 2 contrasted the phonological processing, orthographic processing, and speed of processing hypotheses in a sample of Grade 2 children followed until Grade 5 (N=72). Finally, Study 3 contrasted the same hypotheses in a sample of Grade 4 children with dyslexia (n=30) and chronological-age controls (n=30). The results indicated that (a) RAN is unrelated to Paired Associate Learning (PAL) tasks that tap the ability to form arbitrary connections between characters and their pronunciation, (b) controlling for nonverbal IQ and orthographic processing was sufficient to explain the RAN-reading accuracy relationship but not the RAN-reading fluency relationship, and (c) the observed differences between dyslexics and controls in RAN diminished after controlling for orthographic processing. Taken together, these findings suggest that RAN is related to reading accuracy (and partly to reading fluency) because children must access orthographic representations from long-term memory. Although accessing these representations is sufficient for accurate word recognition, it is not sufficient for fluent reading, which also requires efficient parafoveal processing.

Applying the Discrepancy Consistency Method on CAS-2: Brief Data in a Sample of Greek-Speaking Children.

This study aimed to examine whether we could use the discrepancy consistency method on CAS-2: Brief data collected in Cyprus. A total of 438 Grade 6 children (201 boys, 237 girls, Mage = 135.75 months, SD = 4.05 months) from Cyprus were assessed on the Cognitive Assessment System-2: Brief that is used to operationalize four neurocognitive processes, namely Planning, Attention, Simultaneous, and Successive (PASS) processing. They were also assessed on two measures of reading (Wordchains and CBM-Maze) and mathematics (Mathematics Achievement Test and Mathematics Reasoning Test). The results showed that 31.5% of our sample had a PASS disorder, and 8% to 10% of our sample had both a PASS disorder and an academic disorder. These numbers are similar to those reported in previous studies that used DCM in North America and suggest that the method can be used to inform instruction, particularly in places where no screening for learning disabilities is available.

Is rapid automatized naming related to reading and mathematics for the same reason(s)? A follow-up study from kindergarten to Grade 1.

We examined (a) what rapid automatized naming (RAN) components (articulation time and/or pause time) predict reading and mathematics ability and (b) what processing skills involved in RAN (speed of processing, response inhibition, working memory, and/or phonological awareness) may explain its relationship with reading and mathematics. A sample of 72 children were followed from the beginning of kindergarten until the end of Grade 1 and were assessed on measures of RAN, general cognitive ability, speed of processing, attention, working memory, phonological awareness, reading, and mathematics. The results indicated that pause time was the critical component in both the RAN-reading and RAN-mathematics relationships and that it shared most of its predictive variance in reading and mathematics with speed of processing and working memory. Our findings further suggested that, unlike the relationship between RAN and reading fluency in Grade 1, there is nothing in the RAN task that is uniquely related to math.

Development of serial processing in reading and rapid naming.

Serial rapid automatized naming (RAN) is more strongly related to reading fluency than naming of isolated words, suggesting that the implementation of serial processing may underlie the RAN-reading relationship. In this study, 107 Greek children from Grade 2 and 107 from Grade 6 were tested with discrete and serial naming of digits, objects, and words in 50-item arrays. The correlation between discrete and serial word reading was very high in Grade 2 but only moderate in Grade 6. In confirmatory factor analysis, a reading-naming latent structure fit the Grade 2 data best; in contrast, a serial-discrete structure fit the Grade 6 data. Thus, the superficial longitudinal stability of RAN-reading correlations belies vastly different patterns of interrelations, indicative of changes in the developing cognitive processes underlying both naming and reading. Word fluency tasks in Grade 2 are apparently accomplished largely as a series of isolated individual word naming trials even though multiple individual letters in each word may be processed in parallel. In contrast, specifically serial procedures are applied in Grade 6, presumably via simultaneous processing of multiple individual words at successive levels. It is proposed that this feat requires endogenous control of cognitive cascades.

Why is rapid automatized naming related to reading?

The objective of this study was to examine why rapid automatized naming (RAN) is related to reading by manipulating processes involved at the input, processing, and output stages of its production. In total, 65 children in Grade 2 and 65 in Grade 6 were assessed on serial and discrete RAN (Digits and Objects), Cancellation, RAN Yes/No, and oral and silent reading fluency. The results of regression analyses indicated that RAN is related to reading because both involve serial processing and oral production of the names of the stimuli.