Prediction of Chinese Reading Fluency by Verbal and Non-verbal Visual Attention Span Measures.

This study explored (1) the relationship between verbal and non-verbal visual attention span measures and (2) the relationship between visual attention span and reading fluency in traditional Chinese, among 101 university students in Hong Kong. The participants' visual attention span was assessed using verbal measures (i.e.

What are the early indicators of persistent word reading difficulties among Chinese readers in elementary grades?

To identify the indicators of persistent reading difficulties among Chinese readers in early elementary grades, the performance of three groups of Chinese children with different reading trajectories ('persistent poor word readers', 'improved poor word readers' and 'skilled word readers') in reading-related measures was analysed in a 3-year longitudinal study. The three groups were classified according to their performance in a standardized Chinese word reading test in Grade 1 and Grade 4. Results of analysis of variance and logistic regression on the reading-related measures revealed that rapid naming and syntactic skills were important indicators of early word reading difficulty.

Modeling the relationships between cognitive-linguistic skills and writing in Chinese among elementary grades students.

The present study is a four-year longitudinal study examining the important predictors of writing of 340 Chinese children in elementary grades. Children's transcription skills (handwriting skills and spelling), and syntactic skills in grade 1 were significant predictors of text writing in grade 1-4 while ideation in grade 1 only contributed to text writing in grade 2. Stroke order knowledge was shown as an important handwriting skill in Chinese reflecting the characteristics of the Chinese orthography.

Contribution of discourse and morphosyntax skills to reading comprehension in Chinese dyslexic and typically developing children.

This study aimed at identifying important skills for reading comprehension in Chinese dyslexic children and their typically developing counterparts matched on age (CA controls) or reading level (RL controls). The children were assessed on Chinese reading comprehension, cognitive, and reading-related skills. Results showed that the dyslexic children performed significantly less well than the CA controls but similarly to RL controls in most measures.