Skip to main content Accessibility help
×
Home
Hostname: page-component-568f69f84b-d8fc5 Total loading time: 0.329 Render date: 2021-09-22T06:46:47.748Z Has data issue: true Feature Flags: { "shouldUseShareProductTool": true, "shouldUseHypothesis": true, "isUnsiloEnabled": true, "metricsAbstractViews": false, "figures": true, "newCiteModal": false, "newCitedByModal": true, "newEcommerce": true, "newUsageEvents": true }

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

Published online by Cambridge University Press:  09 November 2018

TOMOHIRO INOUE*
Affiliation:
Seigakuin University
GEORGE K. GEORGIOU
Affiliation:
University of Alberta
HIROFUMI IMANAKA
Affiliation:
Fukuyama City University
TAKAKO OSHIRO
Affiliation:
Okinawa Chubu Medical Treatment and Education Center
HIROYUKI KITAMURA
Affiliation:
Hokkaido University of Education
HISAO MAEKAWA
Affiliation:
Iwaki Junior College
RAUNO PARRILA
Affiliation:
Macquarie University
*Corresponding
ADDRESS FOR CORRESPONDENCE Dr. Tomohiro Inoue, Department of Child Studies, Seigakuin University, 1-1 Tosaki, Ageo, Saitama, 362-8585, Japan. E-mail: t_inoue@seigakuin-univ.ac.jp

Abstract

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.

Type
Original Article
Copyright
© Cambridge University Press 2018 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Akamatsu, N. (2005). Literacy acquisition in Japanese-English bilinguals. In R. M. Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 481496). London: Routledge.Google Scholar
Araújo, S., Reis, A., Petersson, K. M., & Faísca, L. (2015). Rapid automatized naming and reading performance: A meta-analysis. Journal of Educational Psychology, 107, 868883. doi:10.1037/edu0000006 CrossRefGoogle Scholar
Bowers, J. S., & Bowers, P. N. (2017). Beyond phonics: The case for teaching children the logic of the English spelling system. Educational Psychologist, 52, 124141. doi:10.1080/00461520.2017.1288571 CrossRefGoogle Scholar
Caravolas, M., Lervåg, A., Defior, S., Seidlová Málková, G., & Hulme, C. (2013). Different patterns, but equivalent predictors, of growth in reading in consistent and inconsistent orthographies. Psychological Science, 24, 13981407. doi:10.1177/0956797612473122 CrossRefGoogle ScholarPubMed
Carlisle, J. F., & Goodwin, A. P. (2013). Morphemes matter: How morphological knowledge contributes to reading and writing. In C. A. Stone, E. R. Silliman, B. J. Ehren, & F. P. Wallac (Eds.), Handbook of language and literacy: Development and disorders (2nd ed., pp. 265282). New York: Guilford Press.Google Scholar
Coulmas, F. (2003). Writing systems: An introduction to their linguistic analysis. Cambridge: Cambridge University Press.Google Scholar
DeFrancis, J. (1989). Visible speech: The diverse oneness of writing systems. Honolulu, HI: University of Hawaii Press.Google Scholar
Ellis, N. C., Natsume, M., Stavropoulou, K., Hoxhallari, L., Daal, V. H. P., Polyzoe, N., … Petalas, M. (2004). The effects of orthographic depth on learning to read alphabetic, syllabic, and logographic scripts. Reading Research Quarterly, 39, 438468. doi:10.1598/RRQ.39.4.5 CrossRefGoogle Scholar
Frost, R. (2012). Towards a universal model of reading. Behavioral and Brain Sciences, 35, 263279. doi:10.1017/S0140525X11001841 CrossRefGoogle ScholarPubMed
Georgiou, G. K., Aro, M., Liao, C.-H., & Parrila, R. (2016). Modeling the relationship between rapid automatized naming and literacy skills across languages varying in orthographic consistency. Journal of Experimental Child Psychology, 143, 4864. doi:10.1016/j.jecp.2015.10.017 CrossRefGoogle ScholarPubMed
Georgiou, G. K., Torppa, M., Manolitsis, G., Lyytinen, H., & Parrila, R. (2012). Longitudinal predictors of reading and spelling across languages varying in orthographic consistency. Reading and Writing: An Interdisciplinary Journal, 25, 321346. doi:10.1007/s11145-010-9271-x CrossRefGoogle Scholar
Goswami, U., & Ziegler, J. C. (2006). Fluency, phonology and morphology: A response to the commentaries on becoming literate in different languages. Developmental Science, 9, 451453. doi:10.1111/j.1467-7687.2006.00511.x CrossRefGoogle Scholar
Hanley, J. R. (2005). Learning to read in Chinese. In M. J. Snowling & C. Hulme (Eds.), The science of reading: A handbook (pp. 316335). Oxford: Blackwell.10.1002/9780470757642.ch17CrossRefGoogle Scholar
Hatano, G., Kuhara, K., & Akiyama, M. (1997). Kanji help readers of Japanese infer the meaning of unfamiliar words. In M. Cole, Y. Engeström, & O. Vasquez (Eds.), Mind, culture and activity: Seminal papers from the laboratory of comparative human cognition (pp. 269278). Cambridge: Cambridge University Press.Google Scholar
Inoue, T., Georgiou, G. K., Muroya, N., Maekawa, H., & Parrila, R. (2017). Cognitive predictors of literacy acquisition in syllabic Hiragana and morphographic Kanji. Reading and Writing: An Interdisciplinary Journal, 30, 13351360. doi:10.1007/s11145-017-9726-4 CrossRefGoogle Scholar
Japanese WISC-IV Publication Committee. (2010). Japanese version of Wechsler Intelligence Scale for Children (4th ed.). Tokyo: Nihon Bunka Kagakusha.Google Scholar
Kelloway, E. K. (2015). Using Mplus for structural equation modeling: A researcher’s guide (2nd ed.). Thousand Oaks, CA: Sage.Google Scholar
Kline, R. B. (2015). Principles and practice of structural equation modeling (4th ed.). New York: Guilford Press.Google Scholar
Kobayashi, M. S., Haynes, C. W., Macaruso, P., Hook, P. E., & Kato, J. (2005). Effects of mora deletion, nonword repetition, rapid naming, and visual search performance on beginning reading in Japanese. Annals of Dyslexia, 55, 105128. doi:10.1007/s11881-005-0006-7 CrossRefGoogle ScholarPubMed
Kobayashi, T., Inagaki, M., Gunji, A., Yatabe, K., Kaga, M., Goto, T., … Koeda, T. (2010). Developmental changes in reading ability of Japanese elementary school children: Analysis of 4 Kana reading tasks. No To Hattatsu, 42, 1521. doi:10.11251/ojjscn.42.15 Google ScholarPubMed
Koda, K. (2017). Learning to read Japanese. In L. Verhoeven & C. Perfetti (Eds.), Learning to read across languages and writing systems (pp. 3156). Cambridge: Cambridge University Press.Google Scholar
Koyama, M. S., Hansen, P. C., & Stein, J. F. (2008). Logographic Kanji versus phonographic Kana in literacy acquisition. Annals of the New York Academy of Sciences, 1145, 4155. doi:10.1196/annals.1416.005 CrossRefGoogle ScholarPubMed
Kurokawa, S., Sambai, A., & Uno, A. (2014). The effects of length and lexicality on lexical decision using Kana words in normal developmental children. Japan Journal of Logopedics and Phoniatrics, 55, 326332. doi:10.5112/jjlp.55.326 CrossRefGoogle Scholar
Lin, D., McBride-Chang, C., Shu, H., Zhang, Y., Li, H., Zhang, J., … Levin, I. (2010). Small wins big: Analytic pinyin skills promote Chinese word reading. Psychological Science, 21, 11171122. doi:10.1177/0956797610375447 CrossRefGoogle ScholarPubMed
Little, R. J. A. (1988). A test of missing completely at random for multivariate data with missing values. Journal of the American Statistical Association, 83, 11981202. doi:10.1080/01621459.1988.10478722 CrossRefGoogle Scholar
Manolitsis, G., Grigorakis, I., & Georgiou, G. K. (2017). The longitudinal contribution of early morphological awareness skills to reading fluency and comprehension in Greek. Frontiers in Psychology, 8, 10141051. doi:10.3389/fpsyg.2017.01793 CrossRefGoogle ScholarPubMed
McBride, C. (2016). Approaches to teaching reading. In C. McBride (Ed.), Children’s literacy development: A cross-cultural perspective on learning to read and write (2nd ed., pp. 154170). London: Routledge.Google Scholar
McBride-Chang, C., Cho, J.-R., Liu, H., Wagner, R. K., Shu, H., Zhou, A., … Muse, A. (2005). Changing models across cultures: Associations of phonological awareness and morphological structure awareness with vocabulary and word recognition in second graders from Beijing, Hong Kong, Korea, and the United States. Journal of Experimental Child Psychology, 92, 140160. doi:10.1016/j.jecp.2005.03.009 CrossRefGoogle ScholarPubMed
McBride-Chang, C., Lin, D., Liu, P. D., Aram, D., Levin, I., Cho, J.-R., … Zhang, Y. (2012). The ABC’s of Chinese: Maternal mediation of Pinyin for Chinese children’s early literacy skills. Reading and Writing, 25, 283300. doi:10.1007/s11145-010-9270-y CrossRefGoogle Scholar
McBride-Chang, C., Tardif, T., Cho, J.-R., Shu, H., Fletcher, P., Stokes, S. F., … Leung, K. (2008). What’s in a word? Morphological awareness and vocabulary knowledge in three languages. Applied Psycholinguistics, 29, 437462. doi:10.1017/S014271640808020X CrossRefGoogle Scholar
Ministry of Education, Culture, Sports, Science and Technology. (2015). Shogakkou gakushu shidou yoryo [Course of Study]. Retrieved from http://www.mext.go.jp/a_menu/shotou/new-cs/youryou/syo/ Google Scholar
Moll, K., Ramus, F., Bartling, J., Bruder, J., Kunze, S., Neuhoff, N., … Landerl, K. (2014). Cognitive mechanisms underlying reading and spelling development in five European orthographies. Learning and Instruction, 29, 6577. doi:10.1016/j.learninstruc.2013.09.003 CrossRefGoogle Scholar
Müller, K., & Brady, S. A. (2001). Correlates of early reading performance in a transparent orthography. Reading and Writing: An Interdisciplinary Journal, 14, 757799. doi:10.1023/A:1012217704 CrossRefGoogle Scholar
Muroya, N., Inoue, T., Hosokawa, M., Georgiou, G. K., Maekawa, H., & Parrila, R. (2017). The role of morphological awareness in word reading skills in Japanese: A within-language cross-orthographic perspective. Scientific Studies of Reading, 21, 449462. doi:10.1007/s11145-017-9726-4 CrossRefGoogle Scholar
Muthén, L. K., & Muthén, B. O. (1998–2017). Mplus user’s guide (8th ed.). Los Angeles, CA: Author.Google Scholar
National Institute for Japanese Language and Linguistics. (2009). Shin kyoiku kihon goi [New Basic Vocabulary in Education]. Tokyo: Meijishoin.Google Scholar
Nunes, T., & Hatano, G. (2004). Morphology, reading and spelling: Looking across languages. In T. Nunes & P. Bryant (Eds.), Handbook of children’s literacy (pp. 651672). Dordrecht, the Netherlands: Kluwer Academic.CrossRefGoogle Scholar
Ogino, T., Hanafusa, K., Morooka, T., Takeuchi, A., Oka, M., & Ohtsuka, Y. (2017). Predicting the reading skill of Japanese children. Brain and Development, 39, 112121. doi:10.1016/j.braindev.2016.08.006 CrossRefGoogle ScholarPubMed
Pan, J., McBride-Chang, C., Shu, H., Liu, H., Zhang, Y., & Li, H. (2011). What is in the naming? A 5-year longitudinal study of early rapid naming and phonological sensitivity in relation to subsequent reading skills in both native Chinese and English as a second language. Journal of Educational Psychology, 103, 897908. doi:10.1037/a0024344 CrossRefGoogle Scholar
Pasquarella, A., Chen, X., Gottardo, A., & Geva, E. (2015). Cross-language transfer of word reading accuracy and word reading fluency in Spanish–English and Chinese–English bilinguals: Script-universal and script-specific processes. Journal of Educational Psychology, 107, 96110. doi:10.1037/a0036966 CrossRefGoogle Scholar
Perfetti, C. A., & Harris, L. N. (2013). Universal reading processes are modulated by language and writing system. Language Learning and Development, 9, 296316. doi:10.1080/15475441.2013.813828 CrossRefGoogle Scholar
Preacher, K. J., & Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40, 879891. doi:10.3758/BRM.40.3.879 CrossRefGoogle ScholarPubMed
Ruan, Y., Georgiou, G. K., Song, S., Li, Y., & Shu, H. (2018). Does writing system influence the associations between phonological awareness, morphological awareness, and reading? A meta-analysis. Journal of Educational Psychology, 110, 180202. doi:10.1037/edu0000216 CrossRefGoogle Scholar
Sambai, A., Uno, A., Kurokawa, S., Haruhara, N., Kaneko, M., Awaya, N., … Wydell, T. N. (2012). An investigation into kana reading development in normal and dyslexic Japanese children using length and lexicality effects. Brain and Development, 34, 520528. doi:10.1016/j.braindev.2011.09.005 CrossRefGoogle ScholarPubMed
Seki, A., Kassai, K., Uchiyama, H., & Koeda, T. (2008). Reading ability and phonological awareness in Japanese children with dyslexia. Brain and Development, 30, 179188. doi:10.1016/j.braindev.2007.07.006 CrossRefGoogle ScholarPubMed
Seymour, P. H. K., Aro, M., & Erskine, J. M. (2003). Foundation literacy acquisition in European orthographies. British Journal of Psychology, 94, 143174. doi:10.1348/000712603321661859 CrossRefGoogle ScholarPubMed
Share, D. L. (1999). Phonological recoding and orthographic learning: A direct test of the self-teaching hypothesis. Journal of Experimental Child Psychology, 72, 95129. doi:10.1006/jecp.1998.2481 CrossRefGoogle ScholarPubMed
Share, D. L. (2008). Orthographic learning, phonological recoding, and self-teaching. In R. V. Kail (Ed.), Advances in child development and behavior (pp. 3182): Amsterdam: Elsevier.Google Scholar
Shum, K. K.-M., Ho, C. S.-H., Siegel, L. S., & Au, T. K.-F. (2016). First-language longitudinal predictors of second-language literacy in young L2 learners. Reading Research Quarterly, 51, 323344. doi:10.1002/rrq.139 CrossRefGoogle Scholar
Smith, J. S. (1996). Japanese writing. In P. T. Daniels & W. Bright (Eds.), The world’s writing systems (pp. 209217). Oxford: Oxford University Press.Google Scholar
Taylor, I., & Taylor, M. (2014). Writing and literacy in Chinese, Korean, and Japanese: Studies in written language and literacy 14 (2nd ed.). Philadelphia, PA: Benjamins.Google Scholar
Tong, X., & McBride-Chang, C. (2010). Chinese-English biscriptal reading: Cognitive component skills across orthographies. Reading and Writing: An Interdisciplinary Journal, 23, 293310. doi:10.1007/s11145-009-9211-9 CrossRefGoogle Scholar
Vaessen, A., Bertrand, D., Tóth, D., Csépe, V., Faísca, L., Reis, A., & Blomert, L. (2010). Cognitive development of fluent word reading does not qualitatively differ between transparent and opaque orthographies. Journal of Educational Psychology, 102, 827842. doi:10.1037/a0019465 CrossRefGoogle Scholar
Wakamiya, E., Okumura, T., Nakanishi, M., Takeshita, T., Mizuta, M., Kurimoto, N., & Tamai, H. (2011). Effects of sequential and discrete rapid naming on reading in Japanese children with reading difficulty. Brain and Development, 33, 487493. doi:10.1016/j.braindev.2010.12.008 CrossRefGoogle ScholarPubMed
Wang, Y., Lam, S. S.-Y., Mo, J., & McBride-Chang, C. (2014). Pinyin knowledge as a potentially marker of early literacy. In K. K. H. Chung, K. C. P. Yuen, & D. M. McInerney (Eds.), Understanding developmental disorders of auditory processing, language and literacy across languages: International perspectives (pp. 189206). Charlotte, NC: Information Age Publishing.Google Scholar
Wang, Y., & McBride, C. (2016). Character reading and word reading in Chinese: Unique correlates for Chinese kindergarteners. Applied Psycholinguistics, 37, 371386. doi:10.1017/S014271641500003X CrossRefGoogle Scholar
Wang, Y., McBride-Chang, C., & Chan, S. F. (2014). Correlates of Chinese kindergarteners’ word reading and writing: The unique role of copying skills? Reading and Writing: An Interdisciplinary Journal, 27, 12811302. doi:10.1007/s11145-013-9486-8 CrossRefGoogle Scholar
Yin, L., Li, W., Chen, X., Anderson, R. C., Zhang, J., Shu, H., & Jiang, W. (2011). The role of tone awareness and Pinyin knowledge in Chinese reading. Writing Systems Research, 3, 5968. doi:10.1093/wsr/wsr010 CrossRefGoogle Scholar
Ziegler, J. C., Bertrand, D., Toth, D., Csépe, V., Reis, A., Faisca, L., … Blomert, L. (2010). Orthographic depth and its impact on universal predictors of reading: A cross-language investigation. Psychological Science, 21, 551559. doi:10.1177/0956797610363406 CrossRefGoogle ScholarPubMed
Ziegler, J. C., & Goswami, U. (2005). Reading acquisition, developmental dyslexia, and skilled reading across languages: A psycholinguistic grain size theory. Psychological Bulletin, 131, 329. doi:10.1037/0033-2909.131.1.3 CrossRefGoogle ScholarPubMed
Ziegler, J. C., & Goswami, U. (2006). Becoming literate in different languages: Similar problems, different solutions. Developmental Science, 9, 429453. doi:10.1111/j.1467-7687.2006.00509.x CrossRefGoogle ScholarPubMed
4
Cited by

Send article to Kindle

To send this article to your Kindle, first ensure no-reply@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about sending to your Kindle. Find out more about sending to your Kindle.

Note you can select to send to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be sent to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

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

Send article to Dropbox

To send this article to your Dropbox account, please select one or more formats and confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your <service> account. Find out more about sending content to Dropbox.

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

Send article to Google Drive

To send this article to your Google Drive account, please select one or more formats and confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your <service> account. Find out more about sending content to Google Drive.

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

Reply to: Submit a response

Please enter your response.

Your details

Please enter a valid email address.

Conflicting interests

Do you have any conflicting interests? *