Predicting early reading fluency based on preschool measures of low‐level visual temporal processing: A possible mediation by high‐level visual temporal processing skills

Abstract

Fluent reading, which involves visual serial processing of letters/characters (i.e., visual temporal processing, VTP), greatly contributes to our daily life. The present study thus explored the underlying mechanism of reading fluency from the perspective of VTP. A longitudinal method was adopted to examine whether VTP skills in preschool (mean age of 5.03 ± 0.06 years) could predict reading fluency after 2 years (mean age of 7.10 ± 0.18 years). Low‐ and high‐level VTP skills were systematically measured. The results showed that VTP skills at both levels could significantly predict later development of reading fluency. Moreover, the relationship between low‐level VTP skills and character reading fluency was mediated by high‐level VTP skills, suggesting a possible mechanism underlying the relationship between VTP and reading fluency in Chinese. The possible role of VTP in fluent reading, which would have implications for the early diagnosis and remediation of reading disability, has been further discussed. Highlights This study explored the power of visual temporal processing skills in preschool to predict later development of Chinese reading fluency. Longitudinal methods were used to establish a systematic relationship between low‐/high‐level visual temporal skills and fluent reading. A possible mechanism underlying reading fluency was uncovered from visual temporal aspect, which contributes to early diagnosis of reading dysfluency.

Do Executive Dysfunction, Delay Aversion, and Time Perception Deficit Predict ADHD Symptoms and Early Academic Performance in Preschoolers

“…Regarding time perception, prior research has shown that visual and auditory temporal processing abilities in preschool predicted letter and word recognition as well as reading fluency in primary school (Hood & Conlon, 2004;Liu et al, 2020). Moreover, preschoolers at risk of developing dyscalculia were observed to perform more poorly in timing tasks compared to their typically developing peers (Tobia et al, 2016), implying a correlation between dyscalculia and timing ability.…”