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Direct linkZou, Lijuan; Xia, Zhichao; Zhang, Wei; Zhang, Xianglin; Shu, Hua – Developmental Science, 2022
While the close relationship between the brain system for speech processing and reading development is well-documented in alphabetic languages, whether and how such a link exists in children in a language without systematic grapheme-phoneme correspondence has not been directly investigated. In the present study, we measured Chinese children's…
Descriptors: Brain, Children, Brain Hemisphere Functions, Speech Communication
Chung, Kevin Kien Hoa; Lam, Chun Bun; Cheung, Ka Chun – Reading and Writing: An Interdisciplinary Journal, 2018
This cross-sectional study examined the associations of visuomotor integration and executive functioning with Chinese word reading and writing in kindergarten children. A total of 369 Chinese children (mean age = 57.99 months; 55% of them were girls) from Hong Kong, China, completed tasks on visuomotor integration, executive functioning, and…
Descriptors: Foreign Countries, Kindergarten, Chinese, Visual Perception
Liu, Duo; Chen, Xi; Chung, Kevin K. H. – Scientific Studies of Reading, 2015
This study examined the relation between the performance in a visual search task and reading ability in 92 third-grade Hong Kong Chinese children. The visual search task, which is considered a measure of visual-spatial attention, accounted for unique variance in Chinese character reading after controlling for age, nonverbal intelligence,…
Descriptors: Foreign Countries, Grade 3, Elementary School Students, Visual Perception
Shum, Kathy Kar-man; Ho, Connie Suk-Han; Siegel, Linda S.; Au, Terry Kit-fong – Reading Research Quarterly, 2016
Can young students' early reading abilities in their first language (L1) predict later literacy development in a second language (L2)? The cross-language relationships between Chinese (L1) and English (L2) among 87 Hong Kong students were explored in a longitudinal study. Chinese word-reading fluency, Chinese rapid digit naming, and Chinese rhyme…
Descriptors: Reading, Reading Ability, Reading Instruction, Literacy
Clifford, Ray; Cox, Troy L. – Foreign Language Annals, 2013
The validation of ability scales describing multidimensional skills is always challenging, but not impossible. This study applies a multistage, criterion-referenced approach that uses a framework of aligned texts and reading tasks to explore the validity of the ACTFL and related reading proficiency guidelines. Rasch measurement and statistical…
Descriptors: Reading Skills, Guidelines, Second Language Learning, Validity
Tong, Xiuli; McBride-Chang, Catherine; Wong, Anita M.-Y.; Shu, Hua; Reitsma, Pieter; Rispens, Judith – Journal of Research in Reading, 2011
This 2-year longitudinal study examined both concurrent and longitudinal relations of a variety of reading-related cognitive tasks and Chinese word reading and word dictation among 187 Hong Kong Chinese kindergarteners aged 4-6. Homophone awareness, visual skills and syllable awareness were all uniquely associated with Chinese word reading across…
Descriptors: Foreign Countries, Verbal Communication, Syllables, Chinese
Huang, Jinyan – College Student Journal, 2006
Research with ESL students studying at North American universities has indicated that Chinese students have difficulties in understanding academic lectures, taking notes, writing assignments, and giving presentations although they have obtained high TOEFL scores. The study investigates their English academic listening challenges as reported by…
Descriptors: Majors (Students), Universities, North Americans, Notetaking
Sung, Robert – 1977
These placement tests are designed to help teachers determine a students' Chinese reading and writing level and to place them in the appropriate grade level book in the Golden Mountain Reading Series. The tests are divided into two parts: (1) word recognition and (2) reading and writing test. (Author/CFM)
Descriptors: Asian Americans, Bilingual Education, Chinese, Chinese Americans
