Contributions of meta-linguistic and visual-spatial skills to Chinese character recognition in Hong Kong preschoolers

Keyphrases

• Hong Kong 100%
• Preschoolers 100%
• Chinese Character Recognition 100%
• Visual-spatial Skills 100%
• Chinese Characters 62%
• Kindergarten 50%
• Chinese children 50%
• Phonological Awareness 37%
• Morpheme 25%
• Rapid Automatized Naming 25%
• Metalinguistic Ability 25%
• Spatial Perception 25%
• Orthographic Awareness 25%
• Young Age 12%
• Childrens 12%
• Partial Least Squares Structural Equation Modeling (PLS-SEM) 12%
• Children at Risk 12%
• Hong Kong Chinese 12%
• Text Comprehension 12%
• Competencies 12%
• Early Years 12%
• Medium of Instruction 12%
• Teaching Approaches 12%
• Chinese Reading 12%
• Hong Kong children 12%
• Longitudinal Samples 12%
• Spatial Features 12%
• Growth Rate 12%
• Reading Difficulties 12%
• Chinese Character Learning 12%
• Beginning Readers 12%
• Character Recognition 12%
• Growth Curve Modeling 12%
• Spatial Visualization 12%
• Spatial Relations 12%
• Native Language 12%
• Visual-spatial 12%
• Early Acquisition 12%
• Single Character 12%
• Language Impairment 12%
• Graphic Pattern 12%
• Morpho 12%

Social Sciences

• Hong Kong 100%
• Preschool Children 100%
• Chinese Character 100%
• Character Recognition 100%
• Metalinguistic 100%
• Chinese 50%
• Kindergarten 28%
• Text Comprehension 7%
• Structural Equation Modeling 7%
• Native Language 7%
• At-risk children 7%
• Growth Curve 7%
• Spatial visualization 7%
• Language Impairment 7%

Psychology

• Kindergarten 100%
• Phonological Awareness 75%
• Morpheme 50%
• Text Comprehension 25%
• Growth Curve 25%
• Language Impairment 25%