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Pandey, Aparna; Padakannaya, Prakash – Reading and Writing: An Interdisciplinary Journal, 2023
Perceptual span, the effective visual field in reading covered in a single fixation, varies across orthographies. The perceptual span for reading English covers 3-4-character spaces to the left of fixation and around 14-15-character spaces to the right of the fixation while for Chinese it is one character space to the left and 3-character spaces…
Descriptors: Dravidian Languages, Visual Perception, Reading Skills, Eye Movements
Tania Cerni; Remo Job – Reading and Writing: An Interdisciplinary Journal, 2024
The automatization of handwriting and typing is sustained by both sensorimotor and linguistic abilities that support the integration of central-linguistic processes with modality-specific peripheral-motor programs. How this integration evolves when handwriting and, especially, typing is not fully automatized has not been well-understood yet. In…
Descriptors: Handwriting, Spelling, Foreign Countries, Grade 9
Wong, Simpson W. L.; Li, Wang-On; Cheung, Anisa – Reading and Writing: An Interdisciplinary Journal, 2023
Children with developmental language disorder (DLD) have consistently showed poor performances in reading comprehension. Extending from previous studies that presented pure-text, this study aims to test the performances of graphic novel reading. We tested 24 Chinese children who have been diagnosed as DLD and 24 typical readers matched with age…
Descriptors: Developmental Delays, Language Impairments, Reading Comprehension, Cartoons
Feng, Shuyuan; Lu, Haoyang; Fang, Jing; Li, Xue; Yi, Li; Chen, Lihan – Reading and Writing: An Interdisciplinary Journal, 2023
Children with autism spectrum disorder (ASD) have deficits in audiovisual speech perception and temporal processing. The current study has examined the relationship between the audiovisual speech perception deficits and temporal processing deficits in children with and without ASD. To this end, using the McGurk paradigm, we implemented two…
Descriptors: Autism Spectrum Disorders, Young Children, Speech Communication, Comprehension
Winskel, Heather – Reading and Writing: An Interdisciplinary Journal, 2022
A contemporary question is whether the script we read in affects our cognition, termed the script relativity hypothesis (Pae in: Script effects as the hidden drive of the mind, cognition, and culture, Springer, Berlin, 2020). The aim of this review is to examine variation in spatial layout (interword spaces and linear-nonlinear configuration) and…
Descriptors: Spatial Ability, Cognitive Processes, Tone Languages, Alphabets
Mohamed, Malikka Begum Habib; O'Brien, Beth A. – Reading and Writing: An Interdisciplinary Journal, 2022
New research suggests that mechanisms involved in fine motor skills play an important role in reading and writing development. Extending past work that focused on fine motor skills measured in adolescence, the present study followed children longitudinally from ages 5 to 7 to examine early literacy and associated sets of fine motor skills,…
Descriptors: Young Children, Psychomotor Skills, Spatial Ability, Visual Perception
Richter, Caroline G.; Cardoso-Martins, Cláudia; Mervis, Carolyn B. – Reading and Writing: An Interdisciplinary Journal, 2023
We examined the cognitive, language, and instructional predictors of early word-reading ability in a sample of children with Williams syndrome longitudinally. At Time 1, sixty-nine 6-7-year-olds (mean age = 6.53 years) completed standardized measures of phonological awareness, visual-spatial perception, vocabulary, and overall intellectual…
Descriptors: Predictor Variables, Reading Skills, Genetic Disorders, Young Children
Visual-Orthographic Skills Predict the Covariance of Chinese Word Reading and Arithmetic Calculation
Dora Jue Pan; Yingyi Liu; Mo Zheng; Connie Suk Han Ho; David J. Purpura; Catherine McBride; JingTong Ong – Reading and Writing: An Interdisciplinary Journal, 2024
This study provides evidence connecting two aspects of visual-orthographic skills (orthographic awareness and delayed copying) to the common variance shared by Chinese word reading and arithmetic calculation, as well as in identifying positional knowledge of numbers as a potential mediator of these connections in Chinese primary school students (N…
Descriptors: Arithmetic, Mathematics Skills, Reading Processes, Reading Skills
Yuan, Han; Segers, Eliane; Verhoeven, Ludo – Reading and Writing: An Interdisciplinary Journal, 2022
The relationships between phonological awareness, rapid naming, short term verbal memory, letter knowledge, visual skills and word reading in kindergarten, and the predictive patterns from kindergarten to first grade were examined in 41 Chinese-Dutch bilingual children living in the Netherlands in both their first language (Chinese) and second…
Descriptors: Foreign Countries, Phonological Awareness, Naming, Short Term Memory
Mervis, Carolyn B.; Greiner de Magalhães, Caroline; Cardoso-Martins, Cláudia – Reading and Writing: An Interdisciplinary Journal, 2022
We examined the cognitive, language, and instructional factors associated with reading ability in Williams syndrome (WS). Seventy 9-year-olds with WS completed standardized measures of real-word reading, pseudoword decoding, reading comprehension, phonological skills, listening comprehension, nonverbal reasoning, visual-spatial ability, verbal…
Descriptors: Genetic Disorders, Reading Skills, Reading Comprehension, Decoding (Reading)
Liu, Catrina; Chung, Kevin Kien Hoa – Reading and Writing: An Interdisciplinary Journal, 2021
This study investigated the construct of paired associate learning (PAL) and its associations with Chinese word writing in kindergarten children. A total of 188 Chinese children (95 boys, mean age = 5.65 years; SD = 0.34) from [Xi'an], Mainland China in the third year of kindergarten participated in this study. Children were assessed on measures…
Descriptors: Foreign Countries, Paired Associate Learning, Kindergarten, Executive Function