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Using Cholesky Decomposition to Explore Individual Differences in Longitudinal Relations between Reading Skills
Published on: September 17, 2019
Predicting the developmental trajectories of Chinese reading, English reading, and mathematics: Evidence from Hong
Tomohiro Inoue1, Mo Zheng1, Connie Suk-Han Ho2
1Department of Psychology, Chinese University of Hong Kong.
Abstract:
We examined the developmental trajectories and cognitive predictors of first language Chinese reading, second language English reading, and mathematics skills in Hong Kong children in Grades 1-5. We used longitudinal data of 1,000 children (Mage = 7.59 years) assessed on phonological awareness, rapid naming, and morphological awareness in Grade 1 and Chinese word reading, English word reading, and arithmetic calculations in Grades 1-5. Results revealed a decelerating growth pattern for word reading in Chinese and English and a linear growth pattern for arithmetic calculations. Rapid naming and morphological awareness predicted the initial status of all academic skills. The findings suggest that although these academic skills share initial cognitive processes, they follow remarkably different developmental trajectories. (PsycInfo Database Record (c) 2023 APA, all rights reserved).
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