Visual-Spatial Attention and Reading Achievement in Hong Kong Chinese Children: Evidence from a One-Year Longitudinal Study

Autor/inn/en	Liu, Sisi; Liu, Duo
Titel	Visual-Spatial Attention and Reading Achievement in Hong Kong Chinese Children: Evidence from a One-Year Longitudinal Study
Quelle	In: Scientific Studies of Reading, 24 (2020) 3, S.214-228 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liu, Duo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2019.1648475
Schlagwörter	Foreign Countries; Visual Perception; Spatial Ability; Predictor Variables; Reading Achievement; Grade 2; Grade 3; Elementary School Students; Reading Skills; Reading Fluency; Reading Comprehension; Phonological Awareness; Vocabulary; Age Differences; Nonverbal Ability; Chinese; Written Language; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Visuelle Wahrnehmung; Räumliches Vorstellungsvermögen; Prädiktor; Leseleistung; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Reading skill; Lesefertigkeit; Leseverstehen; Wortschatz; Age; Difference; Age difference; Altersunterschied; China; Chinesen; Geschriebene Sprache; Hongkong
Abstract	This study examined whether visual-spatial attention could predict Chinese reading achievement longitudinally beyond some well-established reading precursors. A total of 257 second- and third-grade Hong Kong Chinese-speaking children participated in the study. Visual-spatial attention was measured by visual search tasks, which assessed the skills in highly inefficient and efficient searches. Chinese character reading, word reading fluency and reading comprehension skills were measured 1 year later. Latent variable path analysis showed that the skill in inefficient search uniquely predicted later word reading after the model controlled for phonological awareness, vocabulary knowledge, orthographic awareness, age and nonverbal IQ; while its effect on reading comprehension was completely mediated by word reading. Moreover, the skill in highly efficient search was not a unique predictor of both reading skills. The findings indicated the roles of top-down visual-spatial attention for word- and text-level Chinese reading. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01