Mingjia Cai, Xian Liao
Department of Chinese Language Studies, Centre for Research on Chinese Language and Education, The Education University of Hong Kong, Tai Po, N.T, Hong Kong.
J Psycholinguist Res. 2025 Jan 10;54(1):6. doi: 10.1007/s10936-024-10120-6.
Word recognition is a fundamental reading skill that relies on various linguistic and cognitive abilities. While executive functions (EF) have gained attention for their importance in developing literacy skills, their interaction with domain-specific skills in facilitating reading among different learner groups remains understudied. This study examines the relationship between EF, orthographic awareness, morphological awareness, and Chinese word recognition in 204 Chinese as a second language (CSL) students and 419 native Chinese primary students. Our findings reveal that EF indirectly influences word recognition through orthographic awareness, but not through morphological awareness. The result of group comparison indicates that direct and indirect effects of EF on word recognition are evident in both native and CSL groups. Nevertheless, EF plays a more prominent role in CSL learners. These results contribute to our understanding of cognitive skills in reading and offer significant implications for instructional practices.
单词识别是一项基本的阅读技能，它依赖于各种语言和认知能力。虽然执行功能（EF）因其在发展读写技能方面的重要性而受到关注，但其在促进不同学习者群体阅读时与特定领域技能的相互作用仍未得到充分研究。本研究调查了204名以汉语为第二语言（CSL）的学生和419名以汉语为母语的小学生的执行功能、正字法意识、形态意识与汉语单词识别之间的关系。我们的研究结果表明，执行功能通过正字法意识间接影响单词识别，但不通过形态意识。组间比较结果表明，执行功能对单词识别的直接和间接影响在以汉语为母语和CSL的两组中均很明显。然而，执行功能在CSL学习者中发挥着更突出的作用。这些结果有助于我们理解阅读中的认知技能，并对教学实践具有重要意义。
