The Association of Visual-spatial Attention to Word Reading and Reading Difficulties in Hong Kong Chinese Children: A Three-year Longitudinal Study 香港漢語兒童視覺空間注意與詞語閱讀及閱讀困難之間的關係：一項為期三年的縱向研究

The 2-dimensional complexity of the logographic Chinese character and the crowding and no-boundary-for-word characteristics of Chinese text highlight the importance of visual-spatial attention for the reading performance of Chinese children. In the present study, the role of visual-spatial attention, which is about the attention to the spatial location of visually presented objects, on reading and reading difficulties of Hong Kong Chinese children will be investigated with a three-year longitudinal design.

Funding Source: RGC - Early Career Scheme (ECS)