共查询到20条相似文献，搜索用时 880 毫秒
1.
Hsiao-Lan Sharon Wang Martina Huss Jarmo A. H?m?l?inen Usha Goswami 《Reading and writing》2012,25(2):509-536
The present study explores the relationship between basic auditory processing of sound rise time, frequency, duration and
intensity, phonological skills (onset-rime and tone awareness, sound blending, RAN, and phonological memory) and reading disability
in Chinese. A series of psychometric, literacy, phonological, auditory, and character processing tasks were given to 73 native
speakers of Mandarin with an average age of 9.7 years. Twenty-six children had developmental dyslexia, 29 were chronological
age-matched controls (CA controls) and 18 were reading-matched controls (RL controls). Chinese children with dyslexia were
significantly poorer than CA controls in almost all phonological tasks, in semantic radical search, and in phonological recoding
proficiency. Chinese children with dyslexia also showed significant impairments in most of the basic auditory processing tasks.
Regression analyses demonstrated that different auditory measures of rise time discrimination were the strongest predictors
of individual differences in Chinese character reading (1 Rise task) and phonological recoding (2 Rise task) respectively,
with frequency discrimination also important for nonsense syllable decoding. Our results support the hypothesis that accurate
perception of the amplitude envelope of speech is critical for phonological development and consequently reading acquisition
across languages. 相似文献
2.
David W. Chan Connie Suk‐Han Ho Suk‐Man Tsang Suk‐Han Lee Kevin K. H. Chung 《教育心理学》2004,24(6):811-824
Primary school teachers rated the frequency of occurrence of 65 reading‐related behavioural characteristics in a sample of 251 Grade 1 to Grade 6 Chinese school children in Hong Kong. These behavioural characteristics were in the areas of general performance, reading, dictation, writing, mathematics, language, memory, concentration, sequential ability, motor co‐ordination, spatial orientation, and social/emotional adjustment. Of these 12 areas, 10 yielded scale scores that could distinguish children with dyslexia from those without dyslexia, identified on the basis of their performance in five domains of literacy and cognitive skills. Using a summary score derived from the 10 relevant scales, an optimal cut‐off score was suggested to arrive at a balance between high sensitivity and an acceptable rate of false positives in screening for children with dyslexia. The need for cross‐replication in screening children with dyslexia using the behaviour checklist with different samples of school students is emphasised. 相似文献
3.
比较汉语发展性阅读障碍儿童和阅读正常儿童完成同音语素分辨任务和语素构词任务的情况,测查汉语发展性阅读障碍儿童的语素分辨及运用能力。研究一考察了语素分辨能力,结果发现:与阅读正常儿童相比,阅读障碍儿童完成语素分辨任务的反应时更长、准确率更低。研究二考察了语素运用能力,结果发现:与阅读正常儿童相比,阅读障碍儿童完成语素运用相关任务的反应时更长、正确率更低。两个研究的结果提示我们,汉语发展性阅读障碍儿童存在语素意识缺陷,从语素分辨能力到语素运用能力的落后,说明语素意识缺陷是造成汉语发展性阅读障碍的重要原因,汉语的语素意识在儿童阅读中起着至关重要的作用。 相似文献
4.
Hong Li Hua Shu Catherine McBride‐Chang Hongyun Liu Hong Peng 《Journal of Research in Reading》2012,35(3):287-307
Tasks tapping visual skills, orthographic knowledge, phonological awareness, speeded naming, morphological awareness and Chinese character recognition were administered to 184 kindergarteners and 273 primary school students from Beijing. Regression analyses indicated that only syllable deletion, morphological construction and speeded number naming were unique correlates of Chinese character recognition in kindergarteners. Among primary school children, the independent correlates of character recognition were rime detection, homophone judgement, morpheme production, orthographic knowledge and speeded number naming. Results underscore the importance of some dimensions of both phonological processing and morphological awareness for both very early and intermediate Chinese reading acquisition. Although significantly correlated with character recognition in younger (but not older) children, visual skills were not uniquely associated with Chinese character reading at any grade level. However, orthographic skills were strongly associated with reading in primary school but not kindergarten, suggesting that orthographic skills are more important for literacy development as reading experience increases. 相似文献
5.
Connie Suk-han Ho 《Reading and writing》2014,27(9):1673-1701
The present 4-year longitudinal study examined preschool predictors of Grade 1 dyslexia status in a Chinese population in Hong Kong where children started learning to read at the age of three. Seventy-five and 39 Chinese children with high and low familial risk respectively were tested on Chinese word reading, oral language skills, morphological awareness, phonological skills, rapid naming, and print-related skills from age 4 to 6 and a standardized dyslexia test at age 7. Results showed that children of the high risk group performed significantly worse than the low risk group in Chinese literacy, phonological awareness, and orthographic skills at age 7. All the children with dyslexia had word reading difficulties in at least one preschool year. Results of the logistic regression showed that preschool verbal production, syllable deletion, and letter naming were the best predictors of dyslexia outcome at age 7. As in alphabetic languages, preschool oral language skills like verbal production, phonological skills, and print-related skills are the most significant predictors of children’s later reading difficulties. 相似文献
6.
The nature of the relations among morphological awareness, vocabulary and word reading in Chinese children remains relatively unclear. The present study aimed to distinguish between sublexical morphological awareness, referring to the ability to use the meaning cues of semantic radicals embedded in a compound character, and lexical level morphological awareness, defined as the ability to understand and manipulate single characters (i.e., morphemes) comprising Chinese compound words, on word reading. We also examined the role of vocabulary knowledge on the relation between morphological awareness and word reading at both the sublexical and lexical levels. A group of 172 Chinese second graders were administered measures of sublexical and lexical level morphological awareness, vocabulary knowledge, phonological awareness, orthographic knowledge, nonverbal ability, and word reading. Both sublexical and lexical levels of morphological awareness were moderately correlated with word reading. Vocabulary knowledge appeared to partially mediate the effect of sublexical morphological awareness on word reading, but it fully mediated the effect of lexical level morphological awareness on word reading. These results suggest that sublexical and lexical level morphological awareness play distinct roles in Chinese word reading; vocabulary knowledge is an important factor influencing the relation between morphological awareness and word reading in Chinese. 相似文献
7.
The purpose of the present study was to investigate developmental differences in lexical processing and sensitivity to the positional information of constituent morphemes with reference to Chinese word-reading ability. One hundred mainland Chinese children (50 s graders and 50 third graders) and 22 high school students were tested with a lexical decision task. The primary school children were also tested for Chinese character reading, morphological awareness, phonological awareness, and non-verbal intelligence. We found that although both primary school children and high school students performed worse in the reversed condition (i.e., the pseudo-words were created by reversing the order of the two characters in real Chinese words) than in the real (i.e., real Chinese compound words) and random conditions (i.e., the pseudo-words were constructed by randomly combining the characters in the reversed condition), the performances of high school students in the reversed condition were closer to their performances in the other two conditions. Correlational analyses conducted on the primary school children revealed that the responses of second- and third-grade children on the lexical decision task were moderately correlated with their Chinese character reading. We also found that, after controlling for age and non-verbal IQ, the reaction time difference between the real and reversed conditions significantly predicted Chinese character reading. The results were discussed by exploring the nature of the lexical decision task, the sensitivity of Chinese children to the positional information of morphemes inside compound words, and the association of such sensitivity with their word-reading performance. 相似文献
8.
Juan Zhang Catherine McBride-Chang Anita M.-Y. Wong Twila Tardif Hua Shu Yuping Zhang 《Reading and writing》2014,27(3):481-501
The present study explored the early predictors of reading comprehension difficulties in Chinese children. We originally recruited 290 Beijing and 154 Hong Kong children and further selected from each sample those (30 from Beijing and 22 from Hong Kong sample) in the lowest 25 % on reading comprehension tests across the last two consecutive testing years (Beijing: ages 9 and 10; Hong Kong: ages 8 and 9) as poor comprehenders. These groups were matched to a group of children from the same sample whose reading comprehension was above 30 % across the two final years and matched on mothers’ education levels, age, nonverbal reasoning at age 4, and Chinese word reading across the same final two consecutive years. We then examined early linguistic/cognitive skills at ages 5–9 that could distinguish the poor and typically developing groups in each city separately. Compared to the control group, poor comprehenders from both samples performed significantly and consistently worse on word reading at early ages, and generally worse on morphological compounding awareness, phonological awareness, and vocabulary knowledge from ages 6 and onwards. In addition, lexical tone sensitivity across ages and grammatical sensitivity (administered at age 5 only) failed to distinguish the two groups for the Beijing sample but did for Hong Kong children. 相似文献
9.
Lucia Bigozzi Giuliana Pinto Renato Donfrancesco 《International Journal of Disability, Development & Education》2016,63(4):450-466
Several studies have explored the relationship between dyslexia and creativity, but results have been rather mixed. This study examines whether Italian dyslexic children are more creative than their peers without a reading impairment. One hundred ninety Italian children aged between 9 and 13 participated in this study, divided into two groups: Ninety five dyslexic students and ninety five peers without a reading impairment. All the participants’ creativity skills were assessed. The results indicated that dyslexic children outperformed their peers in the total score, and in the originality, elaboration, and titles sub-scores, whereas no differences were found in the fluency and flexibility sub-scores. The results are discussed in relation to the practical implications, and provide indications for supportive learning environments. 相似文献
10.
Primary school teachers rated the frequency of occurrence of 65 reading-related behavioral characteristics of Grade 1 to Grade
6 Chinese school children in Hong Kong. An item factor analysis based on ratings on 554 students yielded two major dimensions
of behavioral characteristics on reading and writing problems, and sequencing and spatial difficulties. In predicting the
literacy and cognitive skills of a separate sample of 184 school children, gender, age, and the two empirical scales developed
on the basis of factor analysis were used as predictors in regression analyses. The findings indicated that reading and writing
problems emerged as the most predominant predictor of various literacy and cognitive deficits. The two mean scores of behavioral
characteristics for children with dyslexia were significantly elevated as compared with those for children without dyslexia.
Implications of the findings for screening dyslexia and predicting specific cognitive deficits using classroom-based behavior
checklists are discussed. 相似文献
11.
Natale K Aunola K Nurmi JE Poikkeus AM Lyytinen P Lyytinen H 《Journal of learning disabilities》2008,41(3):274-285
The present study analyzed data from the Jyv?skyl? Longitudinal Study of Dyslexia to investigate the factors to which mothers of children with and without familial risk for dyslexia attribute the causes of their first-grade children's reading achievement. Mothers' causal attributions were assessed three times during their children's first school year. Children's verbal intelligence was assessed at 5 years and their word and nonword reading skills at 6.5 years. The results showed that the higher the word reading skills the children had, the more their mothers attributed their success to ability than to effort. However, if children had familial risk for dyslexia, their mothers' attribution of success to ability decreased during the first grade as compared with the ability attributions of mothers whose children were in the control group. 相似文献
12.
This study examined the associations of Chinese visual-orthographic skills, phonological awareness, and morphological awareness to Chinese and English word reading among 326 Hong Kong Chinese second- and fifth-graders learning English as a second language. Developmentally, tasks of visual-orthographic skill, phonological awareness, and morphological awareness improved with age. However, the extent to which each of the constructs explained variance in Chinese and English word reading was stable across age but differed by orthography. Across grades, visual-orthographic skills and morphological awareness, but not phonological awareness, were uniquely associated with Chinese character recognition with age and nonverbal IQ statistically controlled. In contrast, Chinese visual-orthographic skills and phonological awareness, but not morphological awareness, accounted for unique variance in English word reading even with the effects of Chinese character recognition and other reading-related cognitive tasks statistically controlled. Thus, only visual-orthographic skills appeared to be a consistent factor in explaining both Chinese and English word reading, perhaps in part because Hong Kong Chinese children are taught in school to read both Chinese and English using a “look and say” strategy that emphasizes visual analysis for word recognition. These findings extend previous research on Chinese visual-orthographic skills to English word reading and underscore commonality and uniqueness in bilingual reading acquisition. 相似文献
13.
The present study sought to identify cognitive abilities that might distinguish Hong Kong Chinese adolescents with dyslexia and to assess how these abilities were associated with Chinese word reading, word dictation, and reading comprehension. The cognitive skills of interest were morphological awareness, visual-orthographic knowledge, rapid naming, and verbal working memory. A total of 90 junior secondary school students, 30 dyslexic, 30 chronological age controls, and 30 reading level controls was tested on a range of cognitive and literacy tasks. Dyslexic students were less competent than the control students in all cognitive and literacy measures. The regression analyses also showed that verbal working memory, rapid naming, morphological awareness, and visual-orthographic knowledge were significantly associated with literacy performance. Findings underscore the importance of these cognitive skills for Chinese literacy acquisition. Overall, this study highlights the persistent difficulties of Chinese dyslexic adolescents who seem to have multiple causes for reading and spelling difficulties. 相似文献
14.
This longitudinal study investigated the bidirectional relationships between executive functioning (EF), visual skills, Chinese and English word reading abilities in children transitioning to primary school. A total of 165 children in Hong Kong were followed from the third year of kindergarten (Time 1) (mean age: 62.80 months, SD: 3.74) to the first year of primary school (Time 2) (mean age: 77.25 months, SD: 4.60). Assessments for measuring EF, visual skills, phonological awareness, morphological awareness, and Chinese and English word reading were administered to the children at the two time points. Results of cross-lagged panel analyses revealed that after age, phonological awareness, and morphological awareness were controlled, EF and visual skills exhibited a bidirectional relationship. Furthermore, EF and word reading in Chinese or English reciprocally predicted each other during the school transition period after other skills were controlled. However, visual skills and word reading in Chinese or English did not predict each other. These findings highlight the close associations between EF and visual skills as well as the importance of EF in learning to read Chinese and English in kindergarten and early primary school. 相似文献
15.
This study examined the impact of e-book interactivity design on the learning of Chinese characters by fourth graders (10-year-old children). This study was guided by two main questions: (1) Are there any differences in achievements (Chinese character writing, lexical comprehension, and lexical usage) between groups of young learners who read e-books with different interactivity levels? and (2) Are there any differences in motivation (attention, confidence, relevance, and satisfaction) between groups of young learners who read e-books with different interactivity levels? This study was an experimental design where the independent variable was the interactivity design of digital books. A sample of 99 fourth graders participated in the study and participants were randomly assigned into these two groups, with one group reading an e-book with a low level of interactivity (pace-control only) and the other reading an e-book with a high level of interactivity (sequence- and media-control). Participants were asked to complete a pre-test first, and then they read their assigned e-books for 30 minutes. After they finished reading, they were given a post-test. The results showed a reverse interactivity effect, that is, the group reading the e-book with the low level of interactivity (pace-control only) performed significantly better in Chinese character writing, attention, and satisfaction. This might be due to young learners' limited cognitive capacity and processing ability for learning with hypermedia. This study aims to expand on existing theories on interactive learning for young learners and serves as a reference for elementary school teachers and e-book publishers. 相似文献
16.
Silvana Weiss Roland H. Grabner Reinhard Kargl Christian Purgstaller Andreas Fink 《Reading and writing》2010,23(6):645-671
Behavioral and neurophysiological effects of a computer-aided morphological training protocol were examined in German-speaking
children from Grades 3 to 9. Study 1 compared morphological awareness, reading, and spelling skills of 34 trained children
with an untrained control group of 34 children matched for age, sex, and intelligence. All participants in the training group
showed increases in morphological awareness, but only students from secondary school improved significantly in reading and
spelling competences. In Study 2, a subsample of 8 trained children with poor spelling and reading abilities and 10 untrained
children with higher language competencies underwent an electroencephalography testing involving three different language
tasks. The training resulted in decreased theta-activity and increased activity in lower (7–10 Hz) and upper alpha (10–13 Hz).
These findings reflect more effortful and attention-demanding processing after the training and suggest that children with
poor spelling and reading abilities use the acquired morphological knowledge in terms of a compensatory strategy. 相似文献
17.
18.
The authors' aim was to analyze the relationship of eye movements, auditory perception, and phonemic awareness with the reading process. The instruments used were the King-Devick Test (saccade eye movements), the PAF test (auditory perception), the PFC (phonemic awareness), the PROLEC-R (lexical process), the Canals reading speed test, and the ACL-1 (reading comprehension). The sample was composed of 52 first-year primary school pupils. After the correlational analysis, results indicate that all of these factors correlate in reading (lexical process, speed, and word comprehension). Moreover, the nonparametric Mann-Whitney U test reveals that children with saccade eye movements and auditory perception problems obtain lower reading levels. In addition, children with lexical problems obtain a lower level of phonemic awareness. Given the importance of these variables, the authors conclude with a proposal of neuropsychological activities to improve reading skills. 相似文献
19.
This study investigated the development of visual chunking skills in the processing of Chinese characters among Hong Kong
pupils. One-hundred-seventy-nine primary school students from first, second and fourth grades were administered a character
copying task. Children as young as 6 years of age were aware of character units and were able to apply visual chunking strategies
when processing characters. Children in higher grades performed better than those in lower grades on every character type,
and the types of errors they made revealed that their chunking level was higher than that of younger children. Differences
between ability groups emerged in second grade and vanished in fourth grade, suggesting that children with a lower reading
ability are slower to develop advanced chunking skills. 相似文献