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Autor/inn/en | Liu, Duo; Chen, Xi; Wang, Ying |
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Titel | The Impact of Visual-Spatial Attention on Reading and Spelling in Chinese Children |
Quelle | In: Reading and Writing: An Interdisciplinary Journal, 29 (2016) 7, S.1435-1447 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0922-4777 |
DOI | 10.1007/s11145-016-9644-x |
Schlagwörter | Foreign Countries; Correlation; Visual Perception; Spatial Ability; Reading Fluency; Grade 3; Elementary School Students; Reading Tests; Predictor Variables; Reading Rate; Student Characteristics; Literacy Education; Attention; Hong Kong |
Abstract | The present study investigated the associations of visual-spatial attention with word reading fluency and spelling in 92 third grade Hong Kong Chinese children. Word reading fluency was measured with a timed reading task whereas spelling was measured with a dictation task. Results showed that visual-spatial attention was a unique predictor of speeded reading accuracy (i.e., the total number of words read correctly divided by the total number of words read in a timed reading task) but not reading speed (i.e., the number of words read correctly in the same task) after controlling for age, non-verbal intelligence, morphological awareness, phonological awareness, orthographic knowledge, and rapid automatized naming. Visual-spatial attention also explained unique variance in word spelling measured with a dictation task after the same control variables. The findings of the present study suggest that visual-spatial attention is important for literacy development in Chinese children. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |