Visuomotor integration and executive functioning are uniquely linked to Chinese word reading and writing in kindergarten children

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12 Citations (Scopus)

Abstract

This cross-sectional study examined the associations of visuomotor integration and executive functioning with Chinese word reading and writing in kindergarten children. A total of 369 Chinese children (mean age = 57.99 months; 55% of them were girls) from Hong Kong, China, completed tasks on visuomotor integration, executive functioning, and Chinese word reading and writing. Children also completed tasks on rapid automatized naming, and their mothers provided child and family background information. Hierarchical regression analyses revealed that, controlling for child age, gender, and rapid automatized naming and maternal education, both visuomotor integration and executive functioning were uniquely linked to Chinese word reading and writing. Findings highlighted the importance of visuomotor integration and executive functioning in understanding the development of Chinese word reading and writing in early years, and the utility of targeting visuomotor integration and executive functioning to help kindergarten children to learn to read and write in Chinese. Copyright © 2017 Springer Science+Business Media B.V.
Original languageEnglish
Pages (from-to)155-171
JournalReading and Writing
Volume31
Issue number1
Early online dateOct 2017
DOIs
Publication statusPublished - 2018

Citation

Chung, K. K. H., Lam, C. B., & Cheung, K. C. (2018). Visuomotor integration and executive functioning are uniquely linked to Chinese word reading and writing in kindergarten children. Reading and Writing, 31(1), 155-171.

Keywords

  • Chinese literacy
  • Executive functioning
  • Kindergarten children
  • Reading and writing abilities
  • Visuomotor integration

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