The impact of visual-spatial attention on reading and spelling in Chinese children

被引：58

作者：

Liu, Duo ^{[1
]}

Chen, Xi ^{[2
]}

Wang, Ying ^{[3
]}

机构：

[1] Hong Kong Inst Educ, Dept Special Educ & Counselling, 10 Lo Ping Rd, Tai Po, Hong Kong, Peoples R China

[2] Univ Toronto, Dept Appl Psychol & Human Dev, Toronto, ON, Canada

[3] Chinese Univ Hong Kong, Dept Psychol, Shatin, Hong Kong, Peoples R China

来源：

READING AND WRITING | 2016年 / 29卷 / 07期

关键词：

Visual-spatial attention; Reading fluency; Spelling; Chinese; MORPHOLOGICAL AWARENESS; DEVELOPMENTAL DYSLEXIA; PHONOLOGICAL AWARENESS; ACQUISITION; DEFICIT; FLUENCY; ENGLISH; SKILLS; RAN;

D O I：

10.1007/s11145-016-9644-x

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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.

引用

页码：1435 / 1447

页数：13

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