Performance in a Visual Search Task Uniquely Predicts Reading Abilities in Third-Grade Hong Kong Chinese Children

Liu, Duo; Chen, Xi; Chung, Kevin Kien Hoa

doi:10.1080/10888438.2015.1030749

Cited by 64 publications

(50 citation statements)

References 46 publications

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“…Previous studies have shown that attention measured by serial search tasks independently predicted Chinese reading after controlling for metalinguistic skills (e.g., Liu et al, 2015;Liu et al, 2016). First, as mentioned earlier, because only one cue-target interval was adopted in this study, future studies could adopt varied SOAs to reveal whether spatial cueing deficits feature in Chinese reading difficulties.…”

Section: Discussionmentioning

confidence: 94%

“…A large number of studies have shown that serial visual search, which preferentially involves top-down, endogenous attention (e.g., Eimer, 2014;Treisman, 1988), is associated with reading difficulties in alphabetic orthographies (e.g., Casco, Tressoldi, & Dellantonio, 1998;Franceschini et al, 2012;Menghini et al, 2010;Plaza & Cohen, 2007;Sireteanu et al, 2008) and in Chinese (Liu et al, 2015;Liu et al, 2016). A large number of studies have shown that serial visual search, which preferentially involves top-down, endogenous attention (e.g., Eimer, 2014;Treisman, 1988), is associated with reading difficulties in alphabetic orthographies (e.g., Casco, Tressoldi, & Dellantonio, 1998;Franceschini et al, 2012;Menghini et al, 2010;Plaza & Cohen, 2007;Sireteanu et al, 2008) and in Chinese (Liu et al, 2015;Liu et al, 2016).…”

Section: Discussionmentioning

confidence: 99%

“…Word boundary information, such as blank spaces between English words, helps to form concept boundaries, contributing to fluent reading (e.g., Liu et al, 2015). Therefore, in Chinese reading, fine-grained visual attention is required to process the strokes and their nonlinear spatial representations.…”

Section: Visual-spatial Attention In Chinese Readingmentioning

confidence: 99%

“…Meanwhile, Liu and colleagues (Liu et al, 2015;Liu et al, 2016) found that third-grade Chinese children's performance in a visual search task significantly predicted Chinese character reading, reading fluency, word writing (dictation), and reading comprehension, after controlling for age, nonverbal IQ, metalinguistic awareness, and rapid automatic naming. Therefore, visual-spatial attention should play a crucial role in Chinese reading at both the character and text levels.…”

Section: Visual-spatial Attention In Chinese Readingmentioning

confidence: 99%

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The association between reading abilities and visual‐spatial attention in Hong Kong Chinese children

Liu

Pan

et al. 2018

Dyslexia

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A growing body of research suggests that visual-spatial attention is important for reading achievement. However, few studies have been conducted in non-alphabetic orthographies. This study extended the current research to reading development in Chinese, a logographic writing system known for its visual complexity. Eighty Hong Kong Chinese children were selected and divided into poor reader and typical reader groups, based on their performance on the measures of reading fluency, Chinese character reading, and reading comprehension. The poor and typical readers were matched on age and nonverbal intelligence. A Posner's spatial cueing task was adopted to measure the exogenous and endogenous orienting of visual-spatial attention. Although the typical readers showed the cueing effect in the central cue condition (i.e., responses to targets following valid cues were faster than those to targets following invalid cues), the poor readers did not respond differently in valid and invalid conditions, suggesting an impairment of the endogenous orienting of attention. The two groups, however, showed a similar cueing effect in the peripheral cue condition, indicating intact exogenous orienting in the poor readers. These findings generally supported a link between the orienting of covert attention and Chinese reading, providing evidence for the attentional-deficit theory of dyslexia.

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Section: Discussionmentioning

confidence: 94%

Section: Discussionmentioning

confidence: 99%

Section: Visual-spatial Attention In Chinese Readingmentioning

confidence: 99%

Section: Visual-spatial Attention In Chinese Readingmentioning

confidence: 99%

See 2 more Smart Citations

The association between reading abilities and visual‐spatial attention in Hong Kong Chinese children

Liu

Pan

et al. 2018

Dyslexia

Self Cite

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“…This helps to explore the role of orthographic consistency in this relation and to compare the underlying mechanisms of oral and silent reading fluency from the perspective of general perceptual processing. Fluent reading occurs at various levels of language process (Wolf and Katzir-Cohen, 2001; Kim et al, 2011) where the visual rapid processing might play different roles (Liu et al, 2015). For the single-character level, there are a large number of visually similar characters in Chinese (e.g., /tai4/, meaning very— /quan3/, meaning dog), and the ability to process detailed visual information quickly is critical for reading Chinese characters as it enables children to effectively map the Chinese orthography onto semantics and phonology.…”

Section: Introductionmentioning

confidence: 99%

Underlying Skills of Oral and Silent Reading Fluency in Chinese: Perspective of Visual Rapid Processing

et al. 2017

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Reading fluency is a critical skill to improve the quality of our daily life and working efficiency. The majority of previous studies focused on oral reading fluency rather than silent reading fluency, which is a much more dominant reading mode that is used in middle and high school and for leisure reading. It is still unclear whether the oral and silent reading fluency involved the same underlying skills. To address this issue, the present study examined the relationship between the visual rapid processing and Chinese reading fluency in different modes. Fifty-eight undergraduate students took part in the experiment. The phantom contour paradigm and the visual 1-back task were adopted to measure the visual rapid temporal and simultaneous processing respectively. These two tasks reflected the temporal and spatial dimensions of visual rapid processing separately. We recorded the temporal threshold in the phantom contour task, as well as reaction time and accuracy in the visual 1-back task. Reading fluency was measured in both single-character and sentence levels. Fluent reading of single characters was assessed with a paper-and-pencil lexical decision task, and a sentence verification task was developed to examine reading fluency on a sentence level. The reading fluency test in each level was conducted twice (i.e., oral reading and silent reading). Reading speed and accuracy were recorded. The correlation analysis showed that the temporal threshold in the phantom contour task did not correlate with the scores of the reading fluency tests. Although, the reaction time in visual 1-back task correlated with the reading speed of both oral and silent reading fluency, the comparison of the correlation coefficients revealed a closer relationship between the visual rapid simultaneous processing and silent reading. Furthermore, the visual rapid simultaneous processing exhibited a significant contribution to reading fluency in silent mode but not in oral reading mode. These findings suggest that the underlying mechanism between oral and silent reading fluency is different at the beginning of the basic visual coding. The current results also might reveal a potential modulation of the language characteristics of Chinese on the relationship between visual rapid processing and reading fluency.

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Progress in Reading Science

Perfetti¹,

Helder²

2022

The Science of Reading

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Performance in a Visual Search Task Uniquely Predicts Reading Abilities in Third-Grade Hong Kong Chinese Children

Cited by 64 publications

References 46 publications

The association between reading abilities and visual‐spatial attention in Hong Kong Chinese children

The association between reading abilities and visual‐spatial attention in Hong Kong Chinese children

Underlying Skills of Oral and Silent Reading Fluency in Chinese: Perspective of Visual Rapid Processing

Progress in Reading Science

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