Cascaded processing in naming and reading: Evidence from Chinese and Korean.

Previous studies have shown that the ability to simultaneously process multiple items when these appear in serial format (called "cascaded" processing) is an important element of reading fluency. However, most evidence in support of cascaded processing comes from studies conducted in European orthographies. Thus, the purpose of the current study was to examine whether the same findings generalize to nonlinear and nonalphabetic orthographies (i.

Correlates of Korean Hangul Reading in Children With Hearing Loss.

This study examined the associations of vocabulary and phonological and orthographic awareness with Hangul word reading in Korean children, aged between 7 and 10 years, who were deaf and hard of hearing (DHH) and children with typical hearing (TH). The participants were 24 children with hearing aids (HAs), 24 children with cochlear implants (CIs), and 24 TH children in Korea. The three groups were matched for chronological age, vocabulary age, and nonverbal intelligence.

Different Cognitive Correlates of Early Learning of Spelling of Different Target Types in Korean Hangul Among First Language Children and Adult Foreign Language Learners.

This study examined whether different cognitive correlates are associated with spelling of different target types, such as phonologically consistent and inconsistent syllables, of Korean Hangul among 94 five-year-old first language (L1) Korean children and 41 foreign language (FL) learners who are Hong Kong Chinese college students. Korean children performed tasks of spelling, along with measures of syllable and phoneme coda awareness, phonological and orthographic working memory, morphological awareness, vocabulary, and orthographic knowledge. Among Korean 5-year-old children, coda awareness and orthographic working memory explained unique variance in spelling of phonologically consistent syllables, whereas syllable and coda awareness, orthographic working memory, orthographic knowledge, and vocabulary all explained unique variance in spelling of inconsistent syllables.

The global precedence effect in English and Korean native speakers with Roman, Korean Hangul and Thai compound letters.

The aim was to investigate whether native English speakers (Experiment 1) and native Korean speakers (Experiment 2) processed familiar letters in an analytic manner in comparison to unfamiliar letters or symbols. Participants performed a two-alternative-forced-choice identification task with Roman, Korean Hangul and Thai Navon compound letters (large letters made up of small letters). The English speakers were familiar with Roman script but not Korean or Thai, whereas the Korean speakers were familiar with Korean and Roman script but not Thai.

Is processing of symbols and words influenced by writing system? Evidence from Chinese, Korean, English, and Greek.

We examined cross-linguistic effects in the relationship between serial and discrete versions of digit naming and word reading. In total, 113 Mandarin-speaking Chinese children, 100 Korean children, 112 English-speaking Canadian children, and 108 Greek children in Grade 3 were administered tasks of serial and discrete naming of words and digits. Interrelations among tasks indicated that the link between rapid naming and reading is largely determined by the format of the tasks across orthographies.

Unpacking Direct and Indirect Relationships of Short-Term Memory to Word Reading: Evidence From Korean-Speaking Children.

We examined the relations of short-term memory (STM), metalinguistic awareness (phonological, morphological, and orthographic awareness), and rapid automatized naming (RAN) to word reading in Korean, a language with a relatively transparent orthography. STM, metalinguistic awareness, and RAN have been shown to be important to word reading, but the nature of the relations of STM, metalinguistic awareness, and RAN to word reading has rarely been investigated. Two alternative models were fitted.

Cultural differences in the development of processing speed.

The aim of the present work was to examine cultural differences in the development of speed of information processing. Four samples of US children (N = 509) and four samples of East Asian children (N = 661) completed psychometric measures of processing speed on two occasions. Analyses of the longitudinal data indicated that, although processing speed was comparable among US and East Asian children at the youngest age (~4.

Cognitive profiles of Korean poor readers.

This study compared the performance of 30 poor readers in the third grade with those of 30 average readers of the same age and 30 younger readers matched with the same reading level on phonological, visuo-perceptual, orthographic, and naming speed tasks. Individual data revealed heterogeneous profiles for the poor readers: six (20%) exhibited visual deficit; two (6.7%) had a single phonological deficit; and six (20%) had a double phonological and visual deficit.

Visual spatial skill: a consequence of learning to read?

Does learning to read influence one's visual skill? In Study 1, kindergartners from Hong Kong, Korea, Israel, and Spain were tested on word reading and a task of visual spatial skill. Chinese and Korean kindergartners significantly outperformed Israeli and Spanish readers on the visual task. Moreover, in all cultures except Korea, good readers scored significantly higher on the visual task than did less good readers.

Semantic and phonological processing in reading Korean Hangul and Hanja words.

The Korean orthography uses both alphabetic Hangul and logographic Hanja. Two experiments investigated semantic and phonological processing of words written in the two scripts. In the experiments, Korean readers had to respond to words either in a pure context with words from one single script or in a mixed context with words from the two scripts.

Changing models across cultures: associations of phonological awareness and morphological structure awareness with vocabulary and word recognition in second graders from Beijing, Hong Kong, Korea, and the United States.

Using data provided by approximately 100 second graders each from Beijing, Hong Kong, Korea, and the United States, we investigated relations among phonological awareness, morphological structure awareness, vocabulary, and word recognition. Our results indicate that across languages, phonological awareness and morphological structure awareness are similarly associated with one another and with vocabulary knowledge; however, phonological awareness and morphological structure awareness have different associations with word recognition in different scripts among second graders. Specifically, phonological awareness may be more important for reading in English and Korean than for reading in Chinese.