How do executive functions explain early Chinese reading and writing?

Pan, Dora Jue; Lin, Dan

doi:10.1007/s11145-022-10314-1

Cited by 5 publications

(4 citation statements)

References 64 publications

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“…Dictation and reading are two interconnected yet distinct skills in language learning (Karpinski, 2000), particularly in the context of Chinese character acquisition (Pan & Lin, 2023). The process of dictation-writing down words or characters spoken aloud-offers a unique lens into language acquisition, and its role in Chinese character reading is multifaceted (McBride-Chang et al, 2011).…”

Section: Discussionmentioning

confidence: 99%

The Effectiveness of Diverse Designs of Chinese Stem-Deriving Instruction for Chinese Children With Dyslexia

Wang,

Liu,

Lin

et al. 2024

Exceptional Children

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One of the most well-known instructional methods used to enhance Chinese character reading (CCR) is Chinese stem-deriving instruction (CSDI). In this method, CCR is taught via a group of characters (e.g., 清, 情, and 靚) that share the same stem (e.g., 青). However, the effectiveness of CSDI on the CCR of Chinese children with dyslexia remains inconsistent, and the reason may be the diverse designs of this method across studies. Thus, this study aimed to use a quasiexperiment-design study to compare the effects of various forms of CSDI based on the (in)consistency of the extending characters’ sounds, their appearances, and their amount (i.e., how many of them). In total, 122 Chinese third to sixth graders with dyslexia were recruited from primary schools, and they were randomly assigned to one of three groups: (a) visuospatially controlled CSDI ( n = 37; all taught characters shared the same pronunciation), (b) verbally controlled CSDI ( n = 45; all taught characters shared the same structure), and (c) noncontrolled CSDI ( n = 40; all taught characters selected only on the basis of their frequencies). They were tested by CCR and dictation before and after the instruction. We found that CCR was significantly improved in all three CSDI groups, whereas only the verbally controlled CSDI group showed significant improvements in dictation. Furthermore, verbally and visuospatially controlled CSDI earned the greatest benefits in decreasing the visual errors and phonetic errors in CCR and decreasing the radical errors and homophone errors in dictation. Our findings shed light on the effectiveness of CSDI in terms of diverse designs, and frontline practitioners should take our findings into consideration when using CSDI.

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Section: Discussionmentioning

confidence: 99%

The Effectiveness of Diverse Designs of Chinese Stem-Deriving Instruction for Chinese Children With Dyslexia

Wang,

Liu,

Lin

et al. 2024

Exceptional Children

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“…This study investigates the executive function of students through the color word and number Stroop test, focusing on inhibition control and cognitive flexibility. Some studies have found that inhibition control ability can help Chinese students suppress irrelevant semantic interference and correctly activate target Chinese characters, It plays a key role in achieving efficient reading [ 95 ]. In addition, in the Chinese language environment, complex orthography knowledge also requires students to flexibly extract key information from working memory storage according to different task requirements [ 95 ], which to a certain extent puts forward higher requirements for Chinese students’ cognitive flexibility.…”

Section: Discussionmentioning

confidence: 99%

“…Some studies have found that inhibition control ability can help Chinese students suppress irrelevant semantic interference and correctly activate target Chinese characters, It plays a key role in achieving efficient reading [ 95 ]. In addition, in the Chinese language environment, complex orthography knowledge also requires students to flexibly extract key information from working memory storage according to different task requirements [ 95 ], which to a certain extent puts forward higher requirements for Chinese students’ cognitive flexibility. The follow-up study [ 96 ] also proved that different aspects of executive function play a key role in the reading process of Chinese children, and the results of this study are consistent with them.…”

Section: Discussionmentioning

confidence: 99%

The Cognitive Ability of Chinese Students with Dyslexia and Mathematical Learning Disabilities

AL-Qadri

Zhao

2022

Children

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This study aims to investigate the core cognitive factors that affect reading and math performance of children of the grades 1–6 in Xi’an, Shaanxi Province, China, as well as the differences between children with dyslexia and mathematical disabilities (MD). Therefore, this study mainly evaluated the Cattell Horn Carroll (CHC) cognitive factors for 427 Chinese children and explored the core cognitive factors that affect Chinese children’s reading and math performance. Students with dyslexia (n = 34), students with mathematics learning disabilities (n = 34), and 34 normal children were randomly selected as the control group. In order to explore the differences in cognitive development, we analyzed the differences among the three groups (Dyslexia, mathematical learning disabilities (MD), and normal children). The results revealed the following: (1) almost all cognitive ability factors in this study are significantly related to students’ reading and mathematical achievements. (2) the core cognitive factors for predicting Chinese dyslexia students are crystallized intelligence, auditory processing and working memory. Executive function, spatial relationship and working memory are the core cognitive factors to predict Chinese children’s mathematical achievements. (3) in addition, there are differences in cognitive deficits between disabled Chinese children in reading and math, among which those with reading deficits have extensive auditory processing deficits; while children with mathematic deficits have worse executive function. Recommendations were made based on these findings.

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“…The lexical process of Chinese words may require different types of knowledge of the lexicon at the same time. The mental operations of lexical representations may also employ a range of cognitive skills in addition to the character or word knowledge (Fong & Chung, 2020; Pan & Lin, 2023). This is because—unlike alphabetic languages—the form–sound–meaning correspondence is less regular in Chinese orthography (e.g., Li et al, 2019), which increases the difficulties in integrating the lexical representations.…”

Section: Literature Reviewmentioning

confidence: 99%

The Role of Executive Functions in Lexical Processing During Reading Comprehension

Liao

Cai

Hung³

2023

Reading Research Quarterly

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Robust relation has been revealed previously between the components of executive function (EF) and reading comprehension performance. However, the specific role of EF in the reading processes remains relatively underexplored. Within the framework of the lexical quality hypothesis (LQH), this study examined the contribution of EF to the lexical processing of words, and how this eventually supports reading comprehension. A total of 262 Grade 3 students in Hong Kong were assessed using multiple measures of EF, lexical processing skills (i.e. orthographic awareness, morphological awareness, and receptive vocabulary knowledge) and reading comprehension, respectively. Our findings indicate significant associations between EF and lexical processing skills, which, in turn, contributed to better reading comprehension. The results demonstrate how EF supports Chinese reading comprehension through the mediating effects of a reader's mental operation in obtaining meanings of individual words. The findings support to the notion that peripheral skills facilitate reading comprehension through more central skills.

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How do executive functions explain early Chinese reading and writing?

Cited by 5 publications

References 64 publications

The Effectiveness of Diverse Designs of Chinese Stem-Deriving Instruction for Chinese Children With Dyslexia

The Effectiveness of Diverse Designs of Chinese Stem-Deriving Instruction for Chinese Children With Dyslexia

The Cognitive Ability of Chinese Students with Dyslexia and Mathematical Learning Disabilities

The Role of Executive Functions in Lexical Processing During Reading Comprehension

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