Article

Reading and Writing

, Volume 21, Issue 3, pp 231-253

First online:

Rapid naming speed and Chinese character recognition

  • Chen-Huei LiaoAffiliated withDepartment of Educational Psychology, University of Alberta
  • , George K. GeorgiouAffiliated withDepartment of Educational Psychology, University of Alberta
  • , Rauno ParrilaAffiliated withDepartment of Educational Psychology, University of Alberta Email author 

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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.

Keywords

Character recognition Chinese reading Rapid naming