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      Cross-Cultural Similarities in the Predictors of Reading Acquisition

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      Child Development
      Wiley-Blackwell

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          Abstract

          Measures of Chinese character/English word recognition, phonological awareness, speeded naming, visual-spatial skill, and processing speed were administered to 190 kindergarten students in Hong Kong and 128 kindergarten and grade 1 students in the United States. Across groups, the strongest predictor of reading itself was phonological awareness; visual processing did not predict reading. For both groups, speed of processing strongly predicted speeded naming, visual processing, and phonological awareness. Despite diversities of culture, language, and orthography to be learned, models of early reading development were remarkably similar across cultures and first and second language orthographies.

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          Author and article information

          Journal
          Child Development
          Child Development
          Wiley-Blackwell
          0009-3920
          1467-8624
          September 2002
          September 2002
          : 73
          : 5
          : 1392-1407
          Article
          10.1111/1467-8624.00479
          12361308
          4917e053-0e88-40a3-9868-ef7b9e854b23
          © 2002

          http://doi.wiley.com/10.1002/tdm_license_1.1

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