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Visual-Spatial Attention and Reading Achievement in Hong Kong Chinese Children: Evidence from a One-Year Longitudinal Study
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Liu, Sisi; Liu, Duo – Scientific Studies of Reading, 2020
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…
Descriptors: Foreign Countries, Visual Perception, Spatial Ability, Predictor Variables
The Impact of Visual-Spatial Attention on Reading and Spelling in Chinese Children
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Liu, Duo; Chen, Xi; Wang, Ying – Reading and Writing: An Interdisciplinary Journal, 2016
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…
Descriptors: Foreign Countries, Correlation, Visual Perception, Spatial Ability