0000000000668550
AUTHOR
Chen-huei Liao
The Contribution of RAN Pause Time and Articulation Time to Reading Across Languages: Evidence From a More Representative Sample of Children
We examined the relationship between rapid automatized naming (RAN) components – articulation time and pause time – and reading fluency across languages varying in orthographic consistency. Three hundred forty-seven Grade 4 children (82 Chinesespeaking Taiwanese children, 90 English-speaking Canadian children, 90 Greek-speaking Cypriot children, and 85 Finnish-speaking children) were assessed on RAN (Colors and Digits) and reading fluency (word reading efficiency and text reading speed). The results showed that articulation time accounted for more unique variance in reading in the alphabetic orthographies than in Chinese, and pause time for more unique variance in reading in Chinese than in…
The role of achievement strategies on literacy acquisition across languages
Abstract We examined the importance of children’s achievement strategies in different literacy outcomes in three languages varying in orthographic consistency: Chinese, English, and Greek. Eighty Chinese-speaking Taiwanese children, 51 English-speaking Canadian children and 70 Greek children were assessed on measures of phonological awareness, rapid automatized naming, reading fluency, and spelling. The children’s use of a task-focused versus task-avoidant achievement strategy in the classroom context was rated by their teachers. The results indicated that the teacher-rated task-focused behavior was a significant predictor of spelling and to a lesser extent of reading fluency and that its e…
Cross-lagged relations between task-avoidant behavior and literacy skills in Chinese
Abstract We examined the cross-lagged relations between children's task-avoidant behavior and their performance in reading and spelling in Chinese. Eighty Grade 2 and 103 Grade 4 Mandarin-speaking Taiwanese children were assessed on measures of nonverbal IQ, task value, reading accuracy, fluency, and spelling. A year later, the children were reassessed on the literacy tasks. The teachers also assessed the children's task-avoidant behavior at both testing times. The results indicated that task-avoidant behavior was a significant predictor of spelling and to a lesser extent of reading accuracy, even after controlling for the effects of the previous level of literacy skill, nonverbal IQ, and t…