The Relationships among Temporal Processing, Rapid Naming, and Oral Reading Fluency in Chinese Children with and without Dyslexia

Autor/in	Wang, Li-Chih
Titel	The Relationships among Temporal Processing, Rapid Naming, and Oral Reading Fluency in Chinese Children with and without Dyslexia
Quelle	In: Learning Disability Quarterly, 43 (2020) 3, S.167-178 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Li-Chih)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948719892075
Schlagwörter	Foreign Countries; Dyslexia; Visual Perception; Auditory Perception; Time; Naming; Oral Reading; Reading Fluency; Elementary School Students; Nonverbal Ability; Correlation; Grade 5; Grade 6; Intelligence Tests; Visual Stimuli; Auditory Stimuli; China; Raven Progressive Matrices + Suchen Sie Ihr Suchwort? Ausland; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Visuelle Wahrnehmung; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Zeit; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Korrelation; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Intelligence test; Intelligenztest; Auditive Stimulation
Abstract	The relationships among visual and auditory temporal processing, rapid naming, and oral reading fluency in Chinese children with and without dyslexia were examined. Primary school-aged Chinese children with dyslexia (N = 47) and chronological-age-matched controls (N = 47) were recruited. Temporal processing, rapid naming, oral reading fluency, Chinese character reading, and nonverbal IQ were assessed. There were significant correlations among visual and auditory temporal processing, rapid naming, and oral reading fluency. The patterns of the relationships among these measures differed between the children with and without dyslexia. The path analyses revealed that visual temporal processing had significant direct and indirect effects (through rapid naming) on oral reading fluency; only the children with dyslexia showed a significant direct effect of auditory temporal processing. These findings have research and educational implications for enhancing the reading abilities of Chinese children with dyslexia. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01