Abstract
Visual attention span (VAS) is a critical predictor to Chinese reading, owing to the logographic and ideographic features of the script. However, the cognitive mechanisms linking VAS to reading remain under-explored, particularly regarding developmental trajectories and distinct reading outcomes. This longitudinal study examined how Grade 1 VAS predicts Chinese character reading fluency and reading comprehension in Grades 3 and 4, covering the crucial ‘learning to read’ to ‘reading to learn’ transition. The developmentally specific mediation of language-related cognitive skills including orthographic/phonological awareness, and rapid automatized naming (RAN) was examined. A cohort of 202 Chinese children (101 boys, 101 girls; M
age ± SD = 79.83 ± 3.86 months) were assessed at Grade 1 (T1), Grade 3 (T2), and Grade 4 (T3) on VAS, the language-related cognitive skills, character list reading fluency and reading comprehension. Results showed T1VAS predicted T2character reading fluency separately through T1orthographic awareness and T2RAN. Furthermore, a chain mediation involving these skills and T2fluency explained T3fluency. Meanwhile, T1VAS directly predicted T2reading comprehension and indirectly predicted T3comprehension via earlier decoding skills and prior comprehension. These findings establish VAS as a foundational component of Chinese literacy development, mediated by stage-specific mediating mechanisms. The results offer implications for designing early reading instruction tailored to the special demands of Chinese literacy.