Predicting the Developmental Trajectories of Chinese Reading, English Reading, and Mathematics: Evidence from Hong Kong Chinese Children

Autor/inn/en	Inoue, Tomohiro; Zheng, Mo; Ho, Connie Suk-Han; McBride, Catherine
Titel	Predicting the Developmental Trajectories of Chinese Reading, English Reading, and Mathematics: Evidence from Hong Kong Chinese Children
Quelle	In: Developmental Psychology, 59 (2023) 9, S.1652-1667 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Inoue, Tomohiro) ORCID (Zheng, Mo) ORCID (Ho, Connie Suk-Han) ORCID (McBride, Catherine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001575
Schlagwörter	Foreign Countries; Elementary School Students; Chinese; Reading; English (Second Language); Second Language Learning; English Language Learners; Mathematics Skills; Reading Skills; Student Development; Learning Trajectories; Cognitive Processes; Predictor Variables; Morphology (Languages); Word Recognition; China; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; China; Chinesen; Leseprozess; Lesen; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Reading skill; Lesefertigkeit; Cognitive process; Kognitiver Prozess; Prädiktor; Morphology; Morphologie; Worterkennung; Hongkong
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[subscript 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. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01