Pre-elementary Children With Imperfect Letter-Name Knowledge Are at Great Risk of Reading Difficulty in First Grade: One-Year Longitudinal Study in Japanese Hiragana
Abstract:While letter-naming ability is a well-known preschool predictor of the later acquisition of literacy, little is known about an appropriate benchmark (i.e., how many letter names children must know at a given age) and how it may vary among different writing systems. The present study aimed to establish a letter-naming benchmark in Japanese Hiragana for pre-elementary children (age 5 to 6 years) and examined whether this benchmark predicts risk or success in later reading development via a one-year longitudinal … Show more
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