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Predicting the Early Growth of Word and Nonword Reading Fluency in a Consistent Syllabic Orthography
Peer reviewed
Direct linkInoue, Tomohiro; Georgiou, George K.; Muroya, Naoko; Hosokawa, Miyuki; Maekawa, Hisao; Parrila, Rauno – Journal of Research in Reading, 2020
Background: The present study aimed to examine the early growth of word and nonword reading fluency and their cognitive predictors in a consistent syllabic orthography (Japanese "Hiragana"). Method: One hundred sixty-nine Grade 1 Japanese children (M[subscript age] = 80.12 months, SD = 3.62) were followed until the middle of Grade 2 and…
Descriptors: Reading Fluency, Predictive Measurement, Grade 1, Elementary School Students
Tanji, Takayuki; Inoue, Tomohiro – Reading and Writing: An Interdisciplinary Journal, 2022
We examined the cognitive predictors of early word reading skills in Japanese syllabic Hiragana and morphographic Kanji. Eighty-three Japanese kindergarten children (M age = 75.6 months, SD = 3.4) were assessed on nonverbal IQ, vocabulary, phonological awareness, rapid automatized naming (RAN), phonological memory, morphological awareness, and…
Descriptors: Foreign Countries, Predictor Variables, Early Reading, Reading Skills
Georgiou, George K.; Wei, Wei; Inoue, Tomohiro; Deng, Ciping – Journal of Educational Psychology, 2020
Despite the widespread use of rapid automatized naming (RAN) tasks in reading and mathematics research, little is known about the direction of their relation. Thus, in this longitudinal study, we examined the direction of the relation between RAN and reading/mathematics accuracy and fluency. One-hundred and eighty-three Grade 1 Chinese children…
Descriptors: Foreign Countries, Naming, Elementary School Students, Accuracy
Inoue, Tomohiro; Georgiou, George K.; Muroya, Naoko; Maekawa, Hisao; Parrila, Rauno – Journal of Research in Reading, 2018
We examined the cross-lagged relations between the home literacy environment and literacy skills in Japanese, and whether child's gender, parents' education and child's level of literacy performance moderate the relations. One hundred forty-two Japanese children were followed from Grades 1 to 2 and assessed on character knowledge, reading fluency…
Descriptors: Family Environment, Family Literacy, Japanese, Elementary School Students
Inoue, Tomohiro; Georgiou, George K.; Muroya, Naoko; Maekawa, Hisao; Parrila, Rauno – Reading and Writing: An Interdisciplinary Journal, 2017
We examined the role of different cognitive skills in word reading (accuracy and fluency) and spelling accuracy in syllabic Hiragana and morphographic Kanji. Japanese Hiragana and Kanji are strikingly contrastive orthographies: Hiragana has consistent character-sound correspondences with a limited symbol set, whereas Kanji has inconsistent…
Descriptors: Japanese, Orthographic Symbols, Language Acquisition, Predictor Variables
Manolitsis, George; Georgiou, George K.; Inoue, Tomohiro; Parrila, Rauno – Journal of Educational Psychology, 2019
We examined the direction of the relation between morphological awareness and reading/spelling skills in 2 languages varying in orthographic consistency (English and Greek) and whether word reading fluency and vocabulary mediate the relation between morphological awareness and reading comprehension. One-hundred and 59 English-speaking Canadian and…
Descriptors: Correlation, Metalinguistics, Reading Skills, Spelling
Muroya, Naoko; Inoue, Tomohiro; Hosokawa, Miyuki; Georgiou, George K.; Maekawa, Hisao; Parrila, Rauno – Scientific Studies of Reading, 2017
We examined the relationship between morphological awareness and word reading skills in syllabic Hiragana and morphographic Kanji. Participants were 127 Grade 1 Japanese-speaking children who were followed until Grade 2. The results showed that Grade 1 morphological awareness was uniquely and comparably associated with word reading skills in both…
Descriptors: Role, Morphology (Languages), Japanese, Elementary School Students
Inoue, Tomohiro; Georgiou, George K.; Parrila, Rauno; Kirby, John R. – Scientific Studies of Reading, 2018
We examined the developmental relationships between home literacy environment (parent teaching, shared book reading) and emergent literacy skills (phonological awareness, letter knowledge, vocabulary, rapid naming speed) in kindergarten, reading accuracy and fluency in Grade 1, and reading comprehension in Grades 2 and 3 in a sample of Canadian…
Descriptors: Family Environment, Emergent Literacy, Reading Skills, Reading Fluency
