The longitudinal study sought to examine the dynamic development of cognitive skills for reading among elementary-level students in China's Mainland. Two groups of students in first （n=164, mean age=6.65 years at...The longitudinal study sought to examine the dynamic development of cognitive skills for reading among elementary-level students in China's Mainland. Two groups of students in first （n=164, mean age=6.65 years at first test） and second grade （n=202, mean age=7.73 years at first test） were followed on orthographic awareness, morphological awareness and rapid automatized naming （RAN） for two years. The children exhibited significant improvement in orthographic awareness, morphological awareness and RAN from grades 1 to 4. More importantly, to the orthographic and morphological awareness, while the children took a leap from grade 1 to 2 and grade 3 to 4, the progress developed at relatively slow rates from grade 2 to 3. In order to assure children＇s development of orthographic and morphological awareness, evidence-based orthographically and morphologically enhanced instruction is needed for Chinese children in the early elementary years, especially for those at the stage from grade 2 to 3.展开更多
Orthographic knowledge is affected by language processing, which is associated with word exposure. This study used event-related potentials (ERP) to explore this association in Spanish-speaking adults with different l...Orthographic knowledge is affected by language processing, which is associated with word exposure. This study used event-related potentials (ERP) to explore this association in Spanish-speaking adults with different levels of orthographic competence (High Spelling Skills: HSS;Low Spelling Skills: LSS) while they performed a lexical decision task on previously exposed words (1 or 5 times). Both groups benefited from the exposure rate, but HSS reached significantly higher correct and faster responses, particularly with repeated words. Word recognition potential (RP) amplitude was higher bilaterally in HSS group, especially with repeated words, while P220 was found to be right-lateralized and sensitive to word exposure. Also, the amplitude of P600 varied as a function of word exposure and positively correlated with reading speed. Results suggest that LSS group is less sensitive to word exposure and fails to automatize strategies to word recognition that affect reading fluency.展开更多
Objective:This study aimed to explore the orthographic processing of simplified Chinese characters in developmental dyslexic children in Kashgar,Xinjiang,China,and provide a theoretical basis for intervention strategi...Objective:This study aimed to explore the orthographic processing of simplified Chinese characters in developmental dyslexic children in Kashgar,Xinjiang,China,and provide a theoretical basis for intervention strategies for developmental dyslexia in Chinese.Methods:Using event-related potential(ERP)measures,18 developmental dyslexic children and 23 typically developing children performed a character decision task with three types of stimuli:real characters(RCs),pseudocharacters(PCs),and noncharacters(NCs).Results:Behavioral results showed that the control children displayed a faster and higher accurate performance than the dyslexic children across PCs and NCs.ERP data revealed that the RCs and PCs elicited a stronger P200 than the NCs.Compared with the RCs and NCs,children in the control group showed more N400 negatives for PCs.It is worth mentioning that dyslexic children did not show any difference on N400,which reflected the insufficient orthographic processing of dyslexic children in China.Conclusion:These results show that Chinese dyslexic children had orthographic processing defects.展开更多
Purpose:This study investigates young Chinese as a second language(CSL)learners’Chinese character reading performance and its relationship with their orthographic awareness.There is a pressing need to gain a better u...Purpose:This study investigates young Chinese as a second language(CSL)learners’Chinese character reading performance and its relationship with their orthographic awareness.There is a pressing need to gain a better understanding of Hong Kong’s ethnic minority students’CSL acquisition,so that more effective instruction can be provided.Design/Approach/Methods:A total of 157 Hong Kong ethnic minority CSL students in Grade 4 were evaluated using a range of assessments:orthographic awareness in identifying and utilizing character components,listening comprehension for vocabulary terms and short texts,and reading Chinese character lists with single-and two-character words.Findings:The students performed consistently across the two lists but made fewer errors when reading the two-character word list,most of which were orthographical.Multiple regression analysis showed that the students’orthographic awareness contributed significantly to their character reading.Originality/Value:The findings suggest that orthographic awareness can help ethnic minority CSL learners improve their Chinese character reading skills.Chinese classes provided for such students,and for CSL learners in general,should place greater focus on literacy training.展开更多
文摘The longitudinal study sought to examine the dynamic development of cognitive skills for reading among elementary-level students in China's Mainland. Two groups of students in first （n=164, mean age=6.65 years at first test） and second grade （n=202, mean age=7.73 years at first test） were followed on orthographic awareness, morphological awareness and rapid automatized naming （RAN） for two years. The children exhibited significant improvement in orthographic awareness, morphological awareness and RAN from grades 1 to 4. More importantly, to the orthographic and morphological awareness, while the children took a leap from grade 1 to 2 and grade 3 to 4, the progress developed at relatively slow rates from grade 2 to 3. In order to assure children＇s development of orthographic and morphological awareness, evidence-based orthographically and morphologically enhanced instruction is needed for Chinese children in the early elementary years, especially for those at the stage from grade 2 to 3.
文摘Orthographic knowledge is affected by language processing, which is associated with word exposure. This study used event-related potentials (ERP) to explore this association in Spanish-speaking adults with different levels of orthographic competence (High Spelling Skills: HSS;Low Spelling Skills: LSS) while they performed a lexical decision task on previously exposed words (1 or 5 times). Both groups benefited from the exposure rate, but HSS reached significantly higher correct and faster responses, particularly with repeated words. Word recognition potential (RP) amplitude was higher bilaterally in HSS group, especially with repeated words, while P220 was found to be right-lateralized and sensitive to word exposure. Also, the amplitude of P600 varied as a function of word exposure and positively correlated with reading speed. Results suggest that LSS group is less sensitive to word exposure and fails to automatize strategies to word recognition that affect reading fluency.
基金supported in part by National Natural Science Foundation of China(No.81760597).
文摘Objective:This study aimed to explore the orthographic processing of simplified Chinese characters in developmental dyslexic children in Kashgar,Xinjiang,China,and provide a theoretical basis for intervention strategies for developmental dyslexia in Chinese.Methods:Using event-related potential(ERP)measures,18 developmental dyslexic children and 23 typically developing children performed a character decision task with three types of stimuli:real characters(RCs),pseudocharacters(PCs),and noncharacters(NCs).Results:Behavioral results showed that the control children displayed a faster and higher accurate performance than the dyslexic children across PCs and NCs.ERP data revealed that the RCs and PCs elicited a stronger P200 than the NCs.Compared with the RCs and NCs,children in the control group showed more N400 negatives for PCs.It is worth mentioning that dyslexic children did not show any difference on N400,which reflected the insufficient orthographic processing of dyslexic children in China.Conclusion:These results show that Chinese dyslexic children had orthographic processing defects.
基金a preliminary study of a research project funded by the Hong Kong Standing Committee on Language Education and Research(SCOLAR)(EDB(LE)/P&R/EL/175/11).
文摘Purpose:This study investigates young Chinese as a second language(CSL)learners’Chinese character reading performance and its relationship with their orthographic awareness.There is a pressing need to gain a better understanding of Hong Kong’s ethnic minority students’CSL acquisition,so that more effective instruction can be provided.Design/Approach/Methods:A total of 157 Hong Kong ethnic minority CSL students in Grade 4 were evaluated using a range of assessments:orthographic awareness in identifying and utilizing character components,listening comprehension for vocabulary terms and short texts,and reading Chinese character lists with single-and two-character words.Findings:The students performed consistently across the two lists but made fewer errors when reading the two-character word list,most of which were orthographical.Multiple regression analysis showed that the students’orthographic awareness contributed significantly to their character reading.Originality/Value:The findings suggest that orthographic awareness can help ethnic minority CSL learners improve their Chinese character reading skills.Chinese classes provided for such students,and for CSL learners in general,should place greater focus on literacy training.
