The impact of visual-spatial attention on reading and spelling in Chinese children |
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| Authors: | Duo Liu Xi Chen Ying Wang |
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| Institution: | 1.Department of Special Education and Counselling,The Hong Kong Institute of Education,Hong Kong,P.R. China;2.Department of Applied Psychology and Human Development,The University of Toronto,Toronto,Canada;3.Department of Psychology,The Chinese University of Hong Kong, Shatin,Hong Kong,P.R. China |
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| 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. |
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