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Orthographic knowledge and morphological awareness in kindergarten predict children's reading fluency in fifth grade through dorsal and ventral pathways
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DOI：10.1016/j.bandl.2025.105704.png)
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Abstract
En 中文
We examined the neural mechanisms underlying how early orthographic and morphological awareness support the development of reading fluency in Chinese. We followed Mandarin-speaking Chinese children from kindergarten (Mage = 5.74 years) to Grade 5 (Mage = 11.07 years). Results of hierarchical regression analysis showed first that after controlling for age, gender, nonverbal IQ, phonological awareness, and rapid automatized naming (RAN), orthographic knowledge and morphological awareness in kindergarten explained 4.6-7.0 % of unique variance in reading fluency in Grade 5. Next, results of mediation analysis showed that the functional connectivity between the left precentral gyrus and the right supramarginal gyrus mediated the association of orthographic knowledge (Time 1) and reading fluency (Time 2), and that the functional connectivity between the left fusiform gyrus and the left middle temporal gyrus mediated the relationship between morphological awareness (Time 1) and reading fluency (Time 2). These findings suggest that, over time, the dorsal and ventral pathways are crucial in how early orthographic and morphological awareness predict reading fluency later on.
Keywords:
Longitudinal study
Orthographic knowledge
Morphological awareness
Reading fluency
School-age children
Dorsal pathway
Ventral pathway
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