Visual-spatial attention and reading achievement in Hong Kong Chinese children: Evidence from a one-year longitudinal study

Visual-spatial attention and reading achievement in Hong Kong Chinese children: Evidence from a one-year longitudinal study

• Liu, Sisi The Education University of Hong Kong
• Liu, Duo The Education University of Hong Kong

Scientific Studies of Reading, 24(3), 214-228, 2020

Routledge

2020

• L Educational Measurement & Evaluation
  • LC Academic Achievement Tests

• Hong Kong

• 1997.7 onwards

• Primary Education

This study examined whether visual-spatial attention could predict Chinese reading achievement longitudinally beyond some well-established reading precursors. A total of 257 second- and third-grade Hong Kong Chinese-speaking children participated in the study. Visual-spatial attention was measured by visual search tasks, which assessed the skills in highly inefficient and efficient searches. Chinese character reading, word reading fluency and reading comprehension skills were measured 1 year later. Latent variable path analysis showed that the skill in inefficient search uniquely predicted later word reading after the model controlled for phonological awareness, vocabulary knowledge, orthographic awareness, age and nonverbal IQ; while its effect on reading comprehension was completely mediated by word reading. Moreover, the skill in highly efficient search was not a unique predictor of both reading skills. The findings indicated the roles of top-down visual-spatial attention for word- and text-level Chinese reading. Copyright © Routledge.

• English

Journal Articles

• 10888438

• 10.1080/10888438.2019.1648475

https://bibliography.lib.eduhk.hk/en/bibs/8a6fc64b

2021-02-16