Examining the direct and indirect effects of visual–verbal paired associate learning on Chinese word reading

Abstract

Associative learning, traditionally measured with paired associate learning (PAL) tasks, has been found to predict reading ability in several languages. However, it remains unclear whether it also predicts word reading in Chinese, which is known for its ambiguous print–sound correspondences, and whether its effects are direct or indirect through the effects of other reading-related skills such as phonological awareness and rapid naming. Thus, the purpose of this study was to examine the direct and indirect effects of visual–verbal PAL on word reading in an unselected sample of Chinese children followed from the second to the third kindergarten year. A sample of 141 second-year kindergarten children (71 girls and 70 boys; mean age=58.99months, SD=3.17) were followed for a year and were assessed at both times on measures of visual–verbal PAL, rapid naming, and phonological awareness. In the third kindergarten year, they were also assessed on word reading. The results of path analysis showed that visual–verbal PAL exerted a significant direct effect on word reading that was independent of the effects of phonological awareness and rapid naming. However, it also exerted significant indirect effects through phonological awareness. Taken together, these findings suggest that variations in cross-modal associative learning (as measured by visual–verbal PAL) place constraints on the development of word recognition skills irrespective of the characteristics of the orthography children are learning to read.