Bidirectional Relations among Paired Associate Learning, Language-Specific Skills and Chinese Word Reading in Kindergarten Children

ABSTRACT

Research Findings: This study investigated the bidirectional relations among paired associate learning (PAL), language-specific skills and Chinese word reading in kindergarten children from second year (K2) to third year (K3). We tested 204 children on four mapping conditions of PAL (i.e., visual-verbal, verbal-verbal, visual-visual, and verbal-visual), phonological awareness, orthographic knowledge, executive functioning skills of working memory and inhibition, visual-motor integration, and Chinese word reading. Results of cross-lagged panel analysis showed that Chinese word reading uniquely predicted subsequent development of PAL and the language-specific skills of phonological awareness and orthographic knowledge, but not vice versa. Furthermore, the bidirectional associations between PAL and orthographic knowledge were not found in this study. The covariates of inhibition and visual-motor integration were also found to play crucial roles in the development of PAL. Practice or Policy: Together, these findings suggest that the process of learning to read modifies and refines the development of PAL and language-specific skills in beginning readers.

Compliance With Ethical Standards

This manuscript was prepared in accordance with the ethical standards of the American Psychological Association.

Disclosure Statement

No potential conflict of interest was reported by the author(s).

Ethical Approval

All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

Informed Consent

All participants (or their legal guardians) gave their informed consent and children gave their assent prior to their inclusion in the study.