Abstract
Does learning to read influence one’s visual skill? In Study 1, kindergartners from Hong Kong, Korea, Israel, and Spain were tested on word reading and a task of visual spatial skill. Chinese and Korean kindergartners significantly outperformed Israeli and Spanish readers on the visual task. Moreover, in all cultures except Korea, good readers scored significantly higher on the visual task than did less good readers. In Study 2, we followed 215 Hong Kong Chinese kindergartners across 1 year, with word reading and visual skills tested twice. In this study, word reading at Time 1 by itself predicted 13% of unique variance in visual skill at Time 2. Together, these results underscore the potential importance of the process of learning to read for shaping one’s visual spatial skill development. Copyright © 2010 Elsevier Inc. All rights reserved.
| Original language | English |
|---|---|
| Pages (from-to) | 256-262 |
| Journal | Journal of Experimental Child Psychology |
| Volume | 109 |
| Issue number | 2 |
| DOIs | |
| Publication status | Published - Jun 2011 |
Citation
McBride-Chang, C., Zhou, Y., Cho, J.-R., Aram, D., Levin, I., & Tolchinsky, L. (2011). Visual spatial skills: A consequence of learning to read? Journal of Experimental Child Psychology, 109(2), 256-262. doi: 10.1016/j.jecp.2010.12.003Keywords
- Visual skill
- Word reading
- Orthography
- Cross-cultural
- Chinese
- Hebrew
- Spanish