Are the relations of rapid automatized naming with reading and mathematics accuracy and fluency bidirectional? Evidence from a 5-year longitudinal study with Chinese children.

2020 ◽  
Vol 112 (8) ◽  
pp. 1506-1520
Author(s):  
George K. Georgiou ◽  
Wei Wei ◽  
Tomohiro Inoue ◽  
Ciping Deng
Keyword(s):  
Longitudinal Study ◽  
Chinese Children ◽  
Rapid Automatized Naming ◽  
And Mathematics ◽  
Mathematics Accuracy ◽  
Reading And Mathematics

scholarly journals Parent and Teacher Support of Elementary Students’ Remote Learning During the COVID-19 Pandemic in Germany

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110657
Author(s):  
Catherine Gunzenhauser ◽  
Susanne E. Enke ◽  
Verena E. Johann ◽  
Julia Karbach ◽  
Henrik Saalbach
Keyword(s):  
Longitudinal Study ◽  
Individual Differences ◽  
Elementary Students ◽  
Teacher Support ◽  
Reading Skills ◽  
Academic Skills ◽  
Mathematics Skills ◽  
And Mathematics ◽  
Remote Learning ◽  
Reading And Mathematics

The aim of the present study was to investigate the associations between parental and teacher support and elementary students’ academic skills during the COVID-19 pandemic. Building on data of an ongoing longitudinal study, we studied the roles of children’s (N = 63) academic skills before the first COVID-19 lockdown in Germany (March–June 2020) as predictors of individual differences in parental schoolwork support during the lockdown, and the contributions of parental and teacher support to students’ reading and mathematics skills after the lockdown. Findings indicated that children’s reading and mathematics skills before the lockdown predicted parental help, and reading skills predicted parental need-oriented support with schoolwork during the lockdown. Children who received more need-oriented support from parents showed a more favorable development of arithmetic skills across the lockdown. Indicators of teacher support did not explain individual differences in students’ academic skills after the lockdown period.

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

2018 ◽  
Vol 40 (2) ◽  
pp. 235-251 ◽  
Author(s):  
TOMOHIRO INOUE ◽  
GEORGE K. GEORGIOU ◽  
HIROFUMI IMANAKA ◽  
TAKAKO OSHIRO ◽  
HIROYUKI KITAMURA ◽  
...  
Keyword(s):  
Longitudinal Study ◽  
Phonological Awareness ◽  
Path Analysis ◽  
Reading Fluency ◽  
Cognitive Skills ◽  
Word Reading ◽  
Morphological Awareness ◽  
Rapid Automatized Naming ◽  
Writing System ◽  
The Cross

ABSTRACTWe 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.

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