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Theory of Mind as a Mediator of Reading Comprehension Differences between Chinese School-Age Children with Autism and Typically Developing Peers
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Tong, Shelley Xiuli; Wong, Ruby Wing Yan; Kwan, Joyce Lok Yin; Arciuli, Joanne – Scientific Studies of Reading, 2020
This study examined the relation between Theory of Mind (ToM) and reading comprehension in 42 7- to 9-year-old Hong Kong Chinese children with autism and 55 typically developing peers (TD) who were comparable in age, nonverbal intelligence, and working memory. Relative to their TD peers, children with autism exhibited difficulties with reading…
Descriptors: Theory of Mind, Reading Comprehension, Autism, Pervasive Developmental Disorders
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
Reading and Spelling Chinese among Beginning Readers: What Skills Make a Difference?
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Yeung, Pui-sze; Ho, Connie Suk-han; Chik, Pakey Pui-man; Lo, Lap-yan; Luan, Hui; Chan, David Wai-ock; Chung, Kevin Kien-hoa – Scientific Studies of Reading, 2011
The contributions of six important reading-related skills (phonological awareness, rapid naming, orthographic skills, morphological awareness, listening comprehension, and syntactic skills) to Chinese word and text reading were examined among 290 Chinese first graders in Hong Kong. Rapid naming, but not phonological awareness, was a significant…
Descriptors: Foreign Countries, Chinese, Elementary School Students, Grade 1
Morphological Awareness, Orthographic Knowledge, and Spelling Errors: Keys to Understanding Early Chinese Literacy Acquisition
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Tong, Xiuli; McBride-Chang, Catherine; Shu, Hua; Wong, Anita M-Y. – Scientific Studies of Reading, 2009
This 1-year longitudinal study examined the extent to which morphological awareness, orthographic knowledge, and phonological awareness, along with speeded naming, uniquely explained word recognition, dictation (i.e., spelling), and reading comprehension among 171 young Hong Kong Chinese children. With age and vocabulary knowledge statistically…
Descriptors: Reading Comprehension, Reading Difficulties, Spelling, Phonological Awareness