This 1-year longitudinal study examined the extent to which morphological awareness, orthographic knowledge, and phonological along with speeded naming, uniquely explained word recognition, dictation (i.e., spelling), reading comprehension among 171 young Hong Kong Chinese children. With age vocabulary knowledge statistically controlled, both awareness were associated all three concurrently measured literacy skills, as well measures of specific skills. Naming speed was also concurrent...

This longitudinal study examined the performance of poor comprehenders on several reading-related abilities in late elementary school years. We identified 3 groups readers Grade 5 who were matched word reading accuracy and speed, nonverbal cognitive ability, age: unexpected comprehenders, expected average good comprehenders. compared these and, retrospectively, 3. The performed similarly phonological awareness, naming orthographic processing tasks but differed morphological even when...

Abstract Tasks of word reading in Chinese and English; nonverbal IQ; speeded naming; units syllable onset (a phoneme measure), syllable, tone detection awareness were administered to 211 Hong Kong children ages 4 5. In separate regression equations, was equally associated with English recognition. contrast, uniquely only, whereas only. Results underscore both the universality first-language phonological transfer second-language importance different psycholinguistic (CitationZiegler &...

What is the nature of learning to read Chinese across grade levels? This study tested 199 kindergartners, 172 second graders, and 165 fifth graders on 12 different tasks purportedly tapping constructs representing phonological awareness, morphological orthographic processing, subcharacter processing. Confirmatory factor analyses comparing alternative models these 4 constituents word reading revealed patterns metalinguistic underpinnings children's recognition levels: The best-fitting model...

Poor comprehenders have intact word-reading skills but struggle specifically with understanding what they read. We investigated whether two metalinguistic skills, morphological and syntactic awareness, are related to poor reading comprehension by including separate combined measures of each. identified ( n = 15) average in Grade 4 who were matched on accuracy speed, vocabulary, nonverbal cognitive ability, age. The groups performed comparably a awareness task that involved both cues....

The ultimate goal of children's reading development is the full and fluid understanding texts. Morphological structure awareness, or awareness minimal units meaning in language, has been identified as a key skill influencing comprehension. Here, we evaluate roles morphological two related skills, analysis decoding, Grade 3 5 Respectively, decoding refer to use morphemes words. Critically, our analyses show that, together, account for 8% variance comprehension, after controlling age,...

Background Morphological awareness plays a crucial role in supporting higher‐level text processing. We examined its contribution to reading comprehension children of different ages and ability levels order determine when for whom morphological is particular importance. Methods Three groups (aged 6–8 years, N = 128; 9–11 126; 12–13 years 147) completed judgement production tasks measure compounding, inflections derivations. Nonverbal reasoning, vocabulary, phonological awareness, word were...

Background The ongoing COVID-19 pandemic has resulted in the suspension of face-to-face classes and a considerable increase use telepractice services speech-language pathology. However, little is known about parents’ students’ satisfaction with their preferences for different service delivery modes. These factors may affect therapy effectiveness future adoption telepractice. Objective We evaluated perceptions efficacy modes (ie, on-site practice vs telepractice). also identified that during...

A compelling demonstration of implicit learning is the human ability to unconsciously detect and internalize statistical patterns complex environmental input. This ability, called learning, has been investigated in people with dyslexia using various tasks different orthographies. However, conclusions regarding impaired or intact remain mixed. study conducted a systematic literature search published unpublished studies that compared between without paradigms We identified 49 papers consisting...

This 2-year longitudinal study examined both concurrent and relations of a variety reading-related cognitive tasks Chinese word reading dictation among 187 Hong Kong kindergarteners aged 4–6. Homophone awareness, visual skills syllable awareness were all uniquely associated with across time, age, vocabulary knowledge nonverbal IQ statistically controlled. Only skill deletion explained early dictation, however. Results extend previous research on correlates literacy highlight the small but...

This study investigated the rate of school-aged Chinese–English language learners at risk for reading difficulties in either Chinese or English only, both, among second and fifth graders Hong Kong. In addition, we examined metalinguistic skills that distinguished those who were poor from English. The prevalence readers children identified to be word recognition across five participating schools was approximately 42% Grade 2 57% 5. Across grades, both languages tended have phonological...

Abstract This study investigates the longitudinal predictors of development Chinese word reading skills and potential bidirectional relationships between oral language skills. We examine, in a 2‐year study, wide range theoretically important (phonological awareness, tone morphological visual skills, rapid automatized naming, Pinyin knowledge, vocabulary knowledge) 143 primary‐school children living mainland China. Initial levels were predicted by phonological discrimination Only initial...

Statistical learning optimizes working memory by abstracting relations among specific items. However, the mechanisms underlying representations of abstract and item-specific information remain unclear. This study developed a learning-memory representation paradigm in which three groups participants, i.e., control (Experiment 1), encoding 2), 3), were presented with series picture-artificial character pairs containing both semantic categories at high (100%), moderate (66.7%), low (33.3%)...

This study examined how Chinese children acquire the untaught positional constraints of stroke patterns that are embedded in left–right structured and top–bottom characters. Using an orthographic regularity pattern elicitation paradigm, 536 Hong Kong at different levels reading (kindergarten, 2nd, 5th grades) were asked to produce invented characters with pairs. Even kindergartners aware able orthographically legal pseudocharacters ability improved across grade level. Moreover, there was a...

This study aimed to investigate the association between syntactic awareness and discourse‐level reading comprehension in 136 Hong Kong Chinese children. These children, aged 11, from a longitudinal study, were administered set of cognitive linguistic measures. Partial correlational analyses showed that children's performances two tasks significantly correlated with their comprehension. A multiple hierarchical regression analysis indicated skills, especially conjunction cloze task, accounted...

This study examined distributional statistical learning of positional, phonetic, and semantic regularities an artificial orthography in Chinese children aged 8–10 years: 29 with dyslexia, age‐matched controls, 30 reading‐level matched controls. Despite having positional regularity performance comparable to the dyslexia were poorer at left‐right structured characters than top‐bottom high‐ low‐consistency conditions. Moreover, they showed difficulties mapping a given sound or meaning specific...