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<p>This study examined the unique contribution of patterning ability to mathematics and Chinese reading, as well as the mediating roles of distinct phonological processing pathways. Through a longitudinal design involving 116 Chinese preschool children, results revealed that rapid automatized naming (RAN) fully mediated the effect of patterning on Chinese reading, while phonological awareness (PA) partially mediated the role of patterning in mathematics, after controlling for earlier academic performance (vocabulary, number knowledge), domain-general cognitive abilities (working memory, spatial ability, and non-verbal IQ). These findings highlight patterning as a domain-general cognitive skill in Chinese contexts—Chinese reading depends on visual-phonological mapping efficiency (RAN), whereas mathematics relies more on phonological representation and manipulation (PA). The study provides a better understanding of the functional mechanism of patterning to academic abilities and empirical support for integrating patterning training into early education curricula.</p>

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Unraveling the role of patterning ability in preschool children’s Chinese reading and mathematics through distinct phonological processing pathways

  • 期刊论文

  • 发表日期：

    2026年3月6日

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  • Yuduo Zheng,
  • Zihan Xue,
  • Jiayi Song,
  • Xiujie Yang

摘要

This study examined the unique contribution of patterning ability to mathematics and Chinese reading, as well as the mediating roles of distinct phonological processing pathways. Through a longitudinal design involving 116 Chinese preschool children, results revealed that rapid automatized naming (RAN) fully mediated the effect of patterning on Chinese reading, while phonological awareness (PA) partially mediated the role of patterning in mathematics, after controlling for earlier academic performance (vocabulary, number knowledge), domain-general cognitive abilities (working memory, spatial ability, and non-verbal IQ). These findings highlight patterning as a domain-general cognitive skill in Chinese contexts—Chinese reading depends on visual-phonological mapping efficiency (RAN), whereas mathematics relies more on phonological representation and manipulation (PA). The study provides a better understanding of the functional mechanism of patterning to academic abilities and empirical support for integrating patterning training into early education curricula.