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Rapid naming speed and Chinese character recognition

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Abstract

We examined the relationship between rapid naming speed (RAN) and Chinese character recognition accuracy and fluency. Sixty-three grade 2 and 54 grade 4 Taiwanese children were administered four RAN tasks (colors, digits, Zhu-Yin-Fu-Hao, characters), and two character recognition tasks. RAN tasks accounted for more reading variance in grade 4 than in grade 2, and graphological RAN tasks accounted for more reading variance than RAN Colors. After controlling for age, nonverbal intelligence, phonological sensitivity, short-term memory, and orthographic processing, RAN tasks were significant predictors of character recognition fluency in grade 2, and of both accuracy and fluency in grade 4.

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  1. Department of Educational Psychology, University of Alberta, 6-102 Education North, Edmonton, AB, Canada, T6G 2G5

    Chen-Huei Liao, George K. Georgiou & Rauno Parrila

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  1. Chen-Huei Liao
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Liao, CH., Georgiou, G.K. & Parrila, R. Rapid naming speed and Chinese character recognition. Read Writ 21, 231–253 (2008). https://doi.org/10.1007/s11145-007-9071-0

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