Effects of metalinguistic versus working-memory training on learning to read in Chinese

Tik Sze Carrey SIU, Catherine Alexandra MCBRIDE, Chi Shing TSE, Xiuhong TONG, Urs MAURER

Research output: Contribution to conference › Poster

Abstract

We contrasted second-graders’ word reading in Chinese after they received 10 weeks of either metalinguistic (phonetic and semantic radicals) or working-memory training. Although we found training-specific effects on phonological skills and non-word span, the two training groups showed similar improvement in word reading performance compared to the waiting-control group. Copyright © 2017 ICPS.
Original languageEnglish
Publication statusPublished - Mar 2017
EventThe 2017 International Convention of Psychological Science - Vienna, Austria
Duration: 23 Mar 2017 → 25 Mar 2017
https://www.psychologicalscience.org/conventions/archive/2017-icps

Conference

ConferenceThe 2017 International Convention of Psychological Science
Abbreviated titleICPS 2017
Country/TerritoryAustria
CityVienna
Period23/03/17 → 25/03/17
Internet address

Citation

Siu, T. S. C., McBride, C. A., Tse, C. S., Tong, X. H., & Maurer, U. (2017, March). Effects of metalinguistic versus working-memory training on learning to read in Chinese. Poster presented at the 2017 International Convention of Psychological Science (ICPS), Austria Center Vienna, Vienna, Austria.

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