Development of Orthographic Awareness, Morphological Awareness and Rapid Automatized Naming of Elementary-level Students in China:A Longitudinal Analysis from Grades 1 to 4
10.1007/s11596-018-1884-3
- Author:
Xiu LUO
1
;
Rui KONG
;
Ling-Fei LIU
;
Jia WANG
;
Huai-Ting GU
;
Fang HOU
;
Ran-Ran SONG
Author Information
1. Department of Maternal and Child Health and MOE(Ministry of Education)Key Laboratory of Environment and Health
- Keywords:
orthographic awareness;
morphological awareness;
rapid automatized naming;
elementary-level students;
China
- From:
Journal of Huazhong University of Science and Technology (Medical Sciences)
2018;38(2):336-341
- CountryChina
- Language:Chinese
-
Abstract:
The longitudinal study sought to examine the dynamic development of cognitive skills for reading among elementary-level students in Mainland China.Two groups of students in first (n=164,mean age=6.65 years at first test) and second grade (n=202,mean age=7.73 years at first test) were followed on orthographic awareness,morphological awareness and rapid automatized naming (RAN) for two years.The children exhibited significant improvement in orthographic awareness,morphological awareness and RAN from grades 1 to 4.More importantly,to the orthographic and morphological awareness,while the children took a leap from grade 1 to 2 and grade 3 to 4,the progress developed at relatively slow rates from grade 2 to 3.In order to assure children's development of orthographic and morphological awareness,evidence-based orthographically and morphologically enhanced instruction is needed for Chinese children in the early elementary years,especially for those at the stage from grade 2 to 3.
