The Effects of Length and Lexicality on Lexical Decision Using Kana Words in Normal Developmental Children

Kurokawa, Suzuko; Sambai, Ami; Uno, Akira

doi:10.5112/jjlp.55.326

Cited by 3 publications

(2 citation statements)

References 12 publications

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“…This, in turn, may provide them a push to become faster readers despite the fact that the transparent orthography of Hiragana does not inherently require them to develop a lexical reading strategy. This interpretation is consistent with the findings of previous studies suggesting that the lexical process in Hiragana reading becomes apparent from Grade 2 onward (Kurokawa, Sambai, & Uno, 2014; Sambai et al, 2012). Second, it is possible that Japanese children rely on two separate cognitive bases for developing early decoding skills in Hiragana and Kanji (Inoue et al, 2017; Koyama et al, 2008), but then rely on relatively similar bases for fluency development in both scripts (Kobayashi et al, 2005).…”

Section: Discussionsupporting

confidence: 93%

Cross-script transfer of word reading fluency in a mixed writing system: Evidence from a longitudinal study in Japanese

Inoue

Georgiou

Imanaka

et al. 2018

Applied Psycholinguistics

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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.

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Section: Discussionsupporting

confidence: 93%

Cross-script transfer of word reading fluency in a mixed writing system: Evidence from a longitudinal study in Japanese

Inoue

Georgiou

Imanaka

et al. 2018

Applied Psycholinguistics

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show abstract

“…Similar to the findings from alphabetic orthographies, previous cross‐sectional studies examining word and nonword reading skills in Japanese have consistently reported a robust lexicality effect in Hiragana (e.g., Kobayashi et al, 2010; Sambai et al, 2012). Specifically, the studies have shown that the difference between the reading speed of words and nonwords becomes more evident as children become older, particularly from Grade 2 onwards (Kurokawa, Sambai, & Uno, 2014; Sambai et al, 2012). These results are usually interpreted, in light of the dual‐route model of reading, as evidence of the developmental shift of reading strategies from nonlexical serial processes to lexical parallel processes.…”

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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The Role of Morphological Awareness in Word Reading Skills in Japanese: A Within-Language Cross-Orthographic Perspective

Muroya

Inoue

Hosokawa

et al. 2017

Scientific Studies of Reading

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The Effects of Length and Lexicality on Lexical Decision Using Kana Words in Normal Developmental Children

Cited by 3 publications

References 12 publications

Cross-script transfer of word reading fluency in a mixed writing system: Evidence from a longitudinal study in Japanese

Cross-script transfer of word reading fluency in a mixed writing system: Evidence from a longitudinal study in Japanese

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

The Role of Morphological Awareness in Word Reading Skills in Japanese: A Within-Language Cross-Orthographic Perspective

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