Cognitive Underpinning of the Rapid Automatized Naming–Reading Relationship: An Examination of Different Theoretical Accounts in Bilingual Children

• In Event: Poster Session 2
  In Poster Session: Research in Reading and Literacy

Abstract

The cognitive mechanism underlying the RAN-reading relationship is not well understood. The aim of this study is to evaluate three major theoretical accounts for the RAN-reading relationship: phonological processing account, orthographic processing account and speed of processing explanation. One-hundred twenty nine Chinese-English bilinguals were followed from age 4 to age 5 for assessments of word reading and RAN in Chinese and English. Both concurrent and longitudinal cross-language transfers of RAN to reading were examined. Our results showed that both concurrent and longitudinal cross language transfer occurred from English RAN to Chinese reading. No cross language transfer occurred from Chinese RAN to English reading. Our results were in favor of the orthographic processing account.

Author

• Susanna Siu-sze Yeung, The Hong Kong Institution of Education