Development of Reading Fluency and Cognitive Abilities Related to Reading Fluency for Normal Child Development-Fundamental Study to Evaluate Developmental Dyslexia-

Haruhara, Noriko; Uno, Akira; Asahi, Minako; Kaneko, Masato; Awaya, Noriko

doi:10.5112/jjlp.52.263

Cited by 9 publications

(8 citation statements)

References 14 publications

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“…It is unclear whether kanji word writing accuracy can be predicted by naming speed and receptive vocabulary because no studies have investigated this. In contrast, visual skills do not predict the reading fluency of Japanese monolingual children for any kinds of stimuli (Haruhara et al, 2011). According to Haruhara et al (2011), phonological skills, naming speed, and receptive vocabulary are significant predictors of children's speed in reading kana words and text.…”

Section: Predictions From the Cognitive Perspectivementioning

confidence: 81%

“…In contrast, visual skills do not predict the reading fluency of Japanese monolingual children for any kinds of stimuli (Haruhara et al, 2011). According to Haruhara et al (2011), phonological skills, naming speed, and receptive vocabulary are significant predictors of children's speed in reading kana words and text. The former two skills also predict children's reading speed for kana non-words.…”

Section: Predictions From the Cognitive Perspectivementioning

confidence: 81%

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Influence of cognitive abilities on literacy skills in a Korean–Japanese bilingual child with developmental dyslexia

Sambai

Uno³

2022

Front. Psychol.

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Some individuals with developmental dyslexia show dissociation in reading skills between languages. The occurrence of dissociation depends on differences in the orthographic characteristics and cognitive demands of languages. This article reports on a Korean–Japanese bilingual and biliterate boy, SJ, with developmental dyslexia (aged 11 years), who displayed dissociation between Korean and Japanese in reading and writing accuracy. This study aimed to discuss possible accounts for the profile of his literacy skills from orthographic and cognitive perspectives. To accomplish this aim, we measured SJ’s literacy skills, receptive vocabulary, and cognitive abilities (i.e., phonological skills, naming speed, and visual skills) in both Korean and Japanese. Then, we compared his skills to those of monolingual and bilingual children. In terms of accuracy, his reading skills in Korean did not differ significantly from those of bilinguals, although they were lower than Korean monolinguals. His spelling skills were within the average range for Korean monolinguals and bilinguals. In contrast, his reading and writing accuracy levels in Japanese were low compared to both Japanese monolinguals and bilinguals. Moreover, his reading and writing deficits were more remarkable in Japanese kanji. However, his cognitive profile was similar between languages. Specifically, he showed deficits in phonological skills and naming speed in both languages, as well as deficits in visual skills. These results were explained by the facts that visual skills are one of the significant predictors of reading and writing accuracy in Japanese but not in Korean, and that visual skills are a key in learning kanji. Thus, our case, SJ, supports the cognitive account, namely, the idea that different cognitive demands on the development of literacy skills can cause dissociation in literacy skills (especially in terms of accuracy) in bilingual children.

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Section: Predictions From the Cognitive Perspectivementioning

confidence: 81%

Section: Predictions From the Cognitive Perspectivementioning

confidence: 81%

Influence of cognitive abilities on literacy skills in a Korean–Japanese bilingual child with developmental dyslexia

Sambai

Uno³

2022

Front. Psychol.

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“…Non‐word stimuli were created by replacing a letter cluster (CVC or CV) used in the word stimuli. Considering that previous exposure to the paragraph might affect results, we used an unfamiliar paragraph originally developed by Haruhara, Uno, Asahi, Kaneko and Awaya () for the paragraph fluency test. The paragraph was adapted to the characteristics of Hangul writing form and can be read accurately by preschoolers.…”

Section: Methodsmentioning

confidence: 99%

Cognitive Abilities Underlying Reading Accuracy, Fluency and Spelling Acquisition in Korean Hangul Learners from Grades 1 to 4: A Cross‐Sectional Study

Park

Uno

2015

Dyslexia

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The purpose of this cross-sectional study was to examine the cognitive abilities that predict reading and spelling performance in Korean children in Grades 1 to 4, depending on expertise and reading experience. As a result, visual cognition, phonological awareness, naming speed and receptive vocabulary significantly predicted reading accuracy in children in Grades 1 and 2, whereas visual cognition, phonological awareness and rapid naming speed did not predict reading accuracy in children in higher grades. For reading, fluency, phonological awareness, rapid naming speed and receptive vocabulary were crucial abilities in children in Grades 1 to 3, whereas phonological awareness was not a significant predictor in children in Grade 4. In spelling, reading ability and receptive vocabulary were the most important abilities for accurate Hangul spelling. The results suggested that the degree of cognitive abilities required for reading and spelling changed depending on expertise and reading experience.

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“…Previous studies in Japanese have also shown that (1) phonological awareness is associated with word and nonword reading in hiragana, but its role may be relatively limited and developmentally transient Ogino et al, 2017); (2) RAN plays an important role in fluency development for both words and nonwords (Haruhara, Uno, Asahi, Kaneko, & Awaya, 2011;Wakamiya et al, 2011);…”

Section: Predictors Of Word and Nonword Reading Fluencymentioning

confidence: 97%

“…Previous studies in Japanese have also shown that (1) phonological awareness is associated with word and nonword reading in hiragana, but its role may be relatively limited and developmentally transient (Inoue, Georgiou, Muroya, Maekawa, & Parrila, 2017; Ogino et al, 2017); (2) RAN plays an important role in fluency development for both words and nonwords (Haruhara, Uno, Asahi, Kaneko, & Awaya, 2011; Wakamiya et al, 2011); (3) phonological memory is associated with word and nonword reading in hiragana, particularly at the initial stage of reading development (Inomata, Uno, & Haruhara, 2013; Kakihana, Ando, Koyama, Iitaka, & Sugawara, 2009); and (4) morphological awareness contributes to early word and nonword reading skills in hiragana (Muroya et al, 2017).…”

Section: Growth Of Word and Nonword Reading In Alphabetic Orthographiesmentioning

confidence: 99%

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

Inoue

Georgiou

Muroya

et al. 2020

Journal Research in Reading

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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.

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Development of Reading Fluency and Cognitive Abilities Related to Reading Fluency for Normal Child Development-Fundamental Study to Evaluate Developmental Dyslexia-

Abstract: Abstract:We investigated the typical development of reading fluency by measuring the speed of reading aloud, and the factors responsible for reading fluency. The participants for

Cited by 9 publications

References 14 publications

Influence of cognitive abilities on literacy skills in a Korean–Japanese bilingual child with developmental dyslexia

Influence of cognitive abilities on literacy skills in a Korean–Japanese bilingual child with developmental dyslexia

Cognitive Abilities Underlying Reading Accuracy, Fluency and Spelling Acquisition in Korean Hangul Learners from Grades 1 to 4: A Cross‐Sectional Study

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

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