The impact of visual-spatial attention on reading and spelling in Chinese children

Duo LIU, Xi CHEN, Ying WANG

Research output: Contribution to journalArticle

15 Citations (Scopus)

Abstract

The present study investigated the associations of visual-spatial attention with word reading fluency and spelling in 92 third grade Hong Kong Chinese children. Word reading fluency was measured with a timed reading task whereas spelling was measured with a dictation task. Results showed that visual-spatial attention was a unique predictor of speeded reading accuracy (i.e., the total number of words read correctly divided by the total number of words read in a timed reading task) but not reading speed (i.e., the number of words read correctly in the same task) after controlling for age, non-verbal intelligence, morphological awareness, phonological awareness, orthographic knowledge, and rapid automatized naming. Visual-spatial attention also explained unique variance in word spelling measured with a dictation task after the same control variables. The findings of the present study suggest that visual-spatial attention is important for literacy development in Chinese children. Copyright © 2016 Springer Science+Business Media Dordrecht.
Original languageEnglish
Pages (from-to)1435-1447
JournalReading and Writing
Volume29
Issue number7
Early online dateApr 2016
DOIs
Publication statusPublished - Sep 2016

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Reading
Hong Kong
Intelligence
intelligence
school grade
literacy
science

Citation

Liu, D., Chen, X., & Wang, Y. (2016). The impact of visual-spatial attention on reading and spelling in Chinese children. Reading and Writing, 29(7), 1435-1447.

Keywords

  • Visual-spatial attention
  • Reading fluency
  • Spelling
  • Chinese