Visuospatial memory uniquely predicts Chinese reading comprehension in Hong Kong typically developing kindergarteners

Visuospatial memory uniquely predicts Chinese reading comprehension in Hong Kong typically developing kindergarteners

• Pan, Jue The Chinese University of Hong Kong
• Lin, Dan The Education University of Hong Kong

Reading and Writing, 2020

Springer Netherlands

2020

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GA Chinese Language
    • GAD Teaching Methods of Reading Comprehension & Their Outcomes, Vocabulary Teaching
• Q Philosophy of Education, Educational System & School At Different Levels
  • QB Pre-school Education, Child Caring Facilities, Maternal & Infantile Health Facilities

Verbal Memory Visuospatial Memory Reading Comprehension Children Chinese

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education

This study investigated the direct and indirect roles of verbal and visuospatial memory in Chinese reading comprehension. One hundred twenty-eight Cantonese-speaking children participated in the study at the end of their 3rd year of kindergarten in Hong Kong. Both verbal and visuospatial memory were found to be significantly associated with Chinese reading comprehension. Path analysis showed that visuospatial memory was significantly associated with reading comprehension through word reading. Verbal memory was associated with reading comprehension indirectly through listening comprehension. Additionally, the direct path from visuospatial memory to reading comprehension was significant when word reading and listening comprehension were considered simultaneously. The findings of the direct and unique role of visuospatial memory in reading comprehension in Chinese elaborated and extended our understanding of the simple view of reading in young children in a non-alphabetic language. Copyright © 2020 Springer Nature B.V.

• English

Journal Articles

• 09224777

• 10.1007/s11145-020-10033-5

https://bibliography.lib.eduhk.hk/en/bibs/96500b6e

2020-07-20