Results 261 to 270 of about 8,037,594 (322)

Role of decoding competence in the Chinese reading comprehension development of ethnic minority students in Hong Kong

International Journal of Bilingual Education and Bilingualism, 2019
Yu Ka Wong
exaly   +2 more sources

Visual-spatial skills contribute to Chinese reading and arithmetic for different reasons: A three-wave longitudinal study.

Journal of Experimental Child Psychology, 2021
Previous literature has revealed that visual-spatial processing is associated with both reading and arithmetic. Yet the strength of their relations and the reasons why visual-spatial processing contributes to reading and arithmetic remain ambiguous.
Xiujie Yang, Shuting Huo, Xiao Zhang
semanticscholar   +1 more source

A componential model of reading in Chinese

Learning and Individual Differences, 2016
Abstract This study examined the interrelationships between linguistic comprehension skills (expressive vocabulary, word definition, oral narrative skills, and syntactic skills), decoding (word recognition and reading fluency) and reading comprehension (sentence comprehension and passage comprehension) among 369 Cantonese-speaking Chinese children in
Pui-sze Yeung, Connie Suk-han Ho, David Wai-ock Chan, Kevin Kien-hoa Chung   +3 more
openaire   +3 more sources

Strategy use in L2 Chinese reading: The effect of L1 background and L2 proficiency

System, 2017
Sihui Ke
exaly   +2 more sources

Semantic Preview Benefit of Tibetan-Chinese Bilinguals during Chinese Reading

Language Learning and Development, 2021
When reading Chinese, skilled native readers regularly gain a preview benefit (PB) when the parafoveal word is orthographically or semantically related to the target word.
Xu Xiao, Gao-Ding Jia, Aiping Wang
semanticscholar   +1 more source

How do phonological processing abilities contribute to early Chinese reading and mathematics?

Educational Psychology, 2020
The present study examined phonological processing skills (phonological memory, phonological awareness, and rapid automatised naming, RAN) in relation to early Chinese reading and early Chinese mathematics for young children.
Xiujie Yang, C. McBride
semanticscholar   +1 more source

Character reading and word reading in Chinese: Unique correlates for Chinese kindergarteners

Applied Psycholinguistics, 2015
ABSTRACTWe considered the extent to which learning to read Chinese characters and Chinese words (operationally defined as composed of two or more characters) are different in the present study. Study 1 compared reading of the same characters in isolation and those in the context of known words for 63 Chinese third-year kindergarteners.
YING WANG, CATHERINE MCBRIDE
openaire   +1 more source

The Neural System Underlying Chinese Logograph Reading [PDF]

NeuroImage, 2001
Written Chinese as logographic script differs notably from alphabets such as English in visual form, orthography, phonology, and semantics. Thus, research on the Chinese language is important to advance our understanding of the universality and particularity of the organization of language systems in the brain.
Charles Perfetti, Ho-Ling Liu, Peter T. Fox   +2 more
exaly   +5 more sources

On the segmentation of Chinese words during reading

Cognitive Psychology, 2009
Given that there are no spaces between words in Chinese, how words are segmented when reading is something of a mystery. Four Chinese characters, which either constituted one 4-character word or two 2-character words, were shown briefly to subjects. Subjects were quite accurate in reporting the 4-character word, but could usually only report the first ...
Xingshan Li, Kyle Cave, Keith Rayner
exaly   +3 more sources

Predictors of Chinese reading and literacy skills among Chinese school children: a 3-year longitudinal study

Educational Psychology, 2020
This study aims to identify the predictors of Chinese reading and literacy skills among Chinese school children in Taiwan. Participants recruited in the study were 182 Grade 1 elementary school students.
Chen-Huei Liao, Bor-Chen Kuo, Chieh-Ju Tsao, M. Mok   +3 more
semanticscholar   +1 more source