Learning to read in Chinese: Evidence for reciprocal relationships between word reading and oral language skills

Hulme, Charles; Zhou, Lulin; Tong, Xiuli; Lervåg, Arne; Burgoyne, Kelly

doi:10.1111/desc.12745

Cited by 45 publications

(41 citation statements)

References 44 publications

(101 reference statements)

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“…It is widely assumed that character recognition involves the processing of orthographical and phonological information (Hulme et al, 2019). In reading activities, establishing a firm association between visual and verbal representations of the character is meaningful for recognition and comprehension (Jin, 2003).…”

Section: Discussionmentioning

confidence: 99%

The Effects of Online Learning on Alleviating Students’ Chinese Language Learning Anxiety: A Study in a Chinese University

Chen¹

2021

FET

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This study aims at investigating the effects of online learning on alleviating international Chinese as a Second Language students’ foreign language anxiety. Participants of the study were 240 international students enrolled in a Chinese university, being divided into two groups. In-class Group remained their routine Chinese learning by following a traditional textbook-based approach, while Online Group employed computers and the Internet. Data collection were administrated via two questionnaires with all 240 participants, in-depth individual interviews with eight student participants and their reflective reports. This study found that online learning could relieve international students’ listening, speaking and writing anxiety, but increase students’ reading anxiety. The study also revealed the sources of students’ anxieties in Chinese learning in both contexts. Implications for the employment of the online approach in Chinese language learning and teaching for further development are made on the base of these findings. Recommendations for future studies are also provided.

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Section: Discussionmentioning

confidence: 99%

The Effects of Online Learning on Alleviating Students’ Chinese Language Learning Anxiety: A Study in a Chinese University

Chen¹

2021

FET

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“…A similar task was used in a previous study. [ 17 , 18 ] Materials in the task were adapted from textbooks used in primary schools from first to ninth grade. In each trial, a sentence missing one word was presented in the middle of the computer screen.…”

Section: Methodsmentioning

confidence: 99%

Oxcarbazepine monotherapy in children with benign epilepsy with centrotemporal spikes improves quality of life

Liu

Yan

Cheng

et al. 2020

Chinese Medical Journal

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Background Benign epilepsy with centrotemporal spikes (BECTS) is the most common type of childhood idiopathic focal epilepsy. BECTS is associated with pervasive cognitive deficits and behavior problems. While seizures can be easily controlled, it is crucial to select anti-epileptic drugs that do not impair cognition, do not cause psychosocial effects, and improve the quality of life. Previous studies showed effects of oxcarbazepine (OXC) monotherapy on the cognitive and psychosocial profiles of patients with BECTS. Here, we studied the effects of OXC monotherapy on the neuropsychologic profiles and quality of life in patients with BECTS in China. Methods Thirty-one patients aged 6 to 12 years newly diagnosed with BECTS were recruited. A psychometric assessment was performed before and during the follow-up of OXC monotherapy with Cognitive Computerized Task Battery, Depression Self-Rating Scale for children, Screen for Child Anxiety Related Emotional Disorders, and Quality of Life in Epilepsy-31 (QOLIE-31). The results of the assessments were compared to explore the effect of OXC monotherapy in patients with BECTS. Results Thirty children with BECTS completed the study. Five of ten cognitive test scores improved after treatment via OXC monotherapy, including visual tracing ( F = 14.480, P < 0.001), paired associated learning (language) ( F = 6.292, P < 0.001), paired associated learning (number) ( F = 9.721, P < 0.05), word semantic ( F = 6.003, P < 0.05), and simple subtraction ( F = 6.229, P < 0.05). Of the neuropsychology data concerning the quality of life, statistically significant improvements were observed in emotion ( F = 4.946, P < 0.05), QOLIE-social ( F = 5.912, P < 0.05), and QOLIE-total ( F = 14.161, P < 0.001). Conclusions OXC is safe and does not impair neuropsychologic functions, with no obvious mood burden on children with BECTS. Most importantly, OXC has positive impacts on children's perception of quality of life, especially in terms of happiness and life satisfaction.

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“…Torppa et al, 2016)), as well as in languages that use non-alphabetic writing systems (Chinese (e.g. Hulme, Zhou, Tong, Lervåg, & Burgoyne, 2019;Joshi et al, 2012)) However, despite the longstanding influence of the Simple View, the idea that the bipartite effects of decoding and language comprehension can explain reading comprehension is 6 considered as overly-simplistic by some (Francis, Kulesz, & Benoit, 2018). A primary area of debate regards the use of these two terms; what they encapsulate and the best way to accurately measure them.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

The Effects of Reading and Language Intervention on Literacy Skills in Children in a Remote Community: A Randomized Controlled Trial

Mesa¹,

Newbury²,

Nash³

et al. 2019

Preprint

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This study evaluated the effects of a reading and language intervention, for low-income children living in a remote Chilean community, using a randomized controlled trial. At the beginning of the study, participants were allocated to the intervention (n = 34) or waiting control (n = 34) minimizing on a composite language measure and age. Children in the intervention group received a 27-week program aimed at fostering code-related, word reading and oral language skills. Children’s progress in language and literacy was monitored at four time points: pre-, mid- post-intervention, and at delayed follow-up 9-months after the intervention had ceased. At the end of the intervention, children in the intervention group scored showed improvements compared to the waiting group on pre-literacy, reading, language, and reading comprehension measures (effect sizes d >.25). The gains in pre-literacy skills, word reading and word knowledge were maintained at 9-month delayed follow-up, though the improvements in language and reading comprehension were not. Intervention programs designed to support literacy and language skills in remote communities can be delivered successfully by trained assistants. Our findings inform the future provision of language and literacy programs in populations living in isolated areas.

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Learning to read in Chinese: Evidence for reciprocal relationships between word reading and oral language skills

Cited by 45 publications

References 44 publications

The Effects of Online Learning on Alleviating Students’ Chinese Language Learning Anxiety: A Study in a Chinese University

The Effects of Online Learning on Alleviating Students’ Chinese Language Learning Anxiety: A Study in a Chinese University

Oxcarbazepine monotherapy in children with benign epilepsy with centrotemporal spikes improves quality of life

The Effects of Reading and Language Intervention on Literacy Skills in Children in a Remote Community: A Randomized Controlled Trial

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