Predicting the developmental trajectories of Chinese reading, English reading, and mathematics: Evidence from Hong Kong Chinese children.

Abstract

We examined the developmental trajectories and cognitive predictors of first language Chinese reading, second language English reading, and mathematics skills in Hong Kong children in Grades 1-5. We used longitudinal data of 1,000 children (M age = 7.59 years) assessed on phonological awareness, rapid naming, and morphological awareness in Grade 1 and Chinese word reading, English word reading, and arithmetic calculations in Grades 1-5. Results revealed a decelerating growth pattern for word reading in Chinese and English and a linear growth pattern for arithmetic calculations. Rapid naming and morphological awareness predicted the initial status of all academic skills. The findings suggest that although these academic skills share initial cognitive processes, they follow remarkably different developmental trajectories. Public Significance StatementChildren's reading and mathematics skills share basic cognitive skills but follow remarkably different developmental patterns over primary school years. Early assessment of reading and mathematics skills is crucial for identifying children who will later struggle to become more proficient in their respective skills.

Dynamic insights into research trends and trajectories in early reading: an analytical exploration via dynamic topic modeling

“…In the future, early reading practices will no longer be perceived solely as an isolated activity. As the studies classified under Topics 3 and 4 have illustrated, scholars are increasingly intrigued by the integration and simultaneous development of reading skills and mathematical competencies (Inoue et al, 2023 ), writing abilities (Otsuka and Murai, 2023 ), and other associated proficiencies. Such interdisciplinary research approaches aim to amalgamate various learning skills to offer a more holistic and ecological learning system.…”