Visual-spatial attention and reading achievement in Hong Kong Chinese children: Evidence from a one-year longitudinal study

Sisi LIU, Duo LIU*

*Corresponding author for this work

Research output: Journal PublicationsJournal Article (refereed)peer-review

3 Citations (Scopus)

Abstract

This study examined whether visual-spatial attention could predict Chinese reading achievement longitudinally beyond some well-established reading precursors. A total of 257 second- and third-grade Hong Kong Chinese-speaking children participated in the study. Visual-spatial attention was measured by visual search tasks, which assessed the skills in highly inefficient and efficient searches. Chinese character reading, word reading fluency and reading comprehension skills were measured 1 year later. Latent variable path analysis showed that the skill in inefficient search uniquely predicted later word reading after the model controlled for phonological awareness, vocabulary knowledge, orthographic awareness, age and nonverbal IQ; while its effect on reading comprehension was completely mediated by word reading. Moreover, the skill in highly efficient search was not a unique predictor of both reading skills. The findings indicated the roles of top-down visual-spatial attention for word- and text-level Chinese reading.

Original languageEnglish
Pages (from-to)214-228
Number of pages15
JournalScientific Studies of Reading
Volume24
Issue number3
DOIs
Publication statusPublished - 2020
Externally publishedYes

Bibliographical note

Funding Information:
This study was supported by Research Grants Council, University Grants Committee [GRF/ECS 858113]. We thank all the children, their parents and teachers, for their participation.

Publisher Copyright:
© 2019, © 2019 Society for the Scientific Study of Reading.

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