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General Visual And Visual Orthographic Skills In Learning To Read Chinese Characters
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Book Synopsis General Visual and Visual-orthographic Skills in Learning to Read Chinese Characters by : Yang Luo
Download or read book General Visual and Visual-orthographic Skills in Learning to Read Chinese Characters written by Yang Luo and published by . This book was released on 2007 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt: Chinese orthography consists of visually complex characters, which leads to the belief that visual processing is important. This study examined the extent to which general visual and visual-orthographic skills predicted children's. Chinese character reading in China and Canada. Participants were 122 children in China and 93 children in Canada from kindergarten to Grade 2. General visual skills were measured with three subtests of the Test of Visual-Perceptual Skills (TVPS)-Revised (Gardner, 1996). Visual-orthographic skills were measured by three visual-orthographic (VO) experimental tasks. Children were also tested on character reading, rapid digit naming, phonological awareness and phonological strategy use. The study showed children in China outperformed their Canadian counterparts in visual-orthographic processing, but not in general visual processing. Compared with general visual skills, visual-orthographic skills were a better predictor of Chinese character reading. Further, the importance of visual skills in predicting character reading decreased from kindergarten to Grade 2.
Book Synopsis The Role of Visual and Orthographic Skills in Reading Among Chinese Dyslexic Children by :
Download or read book The Role of Visual and Orthographic Skills in Reading Among Chinese Dyslexic Children written by and published by . This book was released on 2004 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: (Uncorrected OCR) Abstract of thesis entitled The Role of Visual and Orthographic Skills in Reading among Chinese Dyslexic Children submitted by Kwan Pun Lok, David for the degree of Master of Philosophy at the University of Hong Kong in February 2004 The aims of the present studies were to investigate the importance of visual and orthographic skills in learning to read Chinese among average readers and the importance of these skills in explaining reading difficulties among Chinese dyslexic children. Study I examined the visual and orthographic skills of 289 Chinese average readers, ranging from grade I to grade 4. Results showed that visual and orthographic skills predicted reading only for younger readers at Grade I and 2. This pattern suggested that different reading strategies were used by children of different ages: younger readers tend to rely more on logo graphic word decoding which required more visual processing of graphemes, while elder readers rely more on analytic word decoding that requires less visual processing skills. In Study 2, 25 Chinese dyslexic children were compared with 35 chronological-age (CA) matched and 25 reading 2 level (RL) matched readers on a variety of visual and orthographic tasks. The dyslexic children performed significantly worse than the CA group in both accuracy and speed measures of these tasks. In line with findings in Study 1, the correlation coefficients between reading and visual and orthographic accuracy scores and reading performance were not significant in both dyslexic and CA groups. On the other hand, visual and orthographic speed measures were significantly related to reading performance for both dyslexic and CA groups. We concluded that reading difficulties are related to processing speed problems, and there is an inclined importance of lower level visual skills in explaining reading skills. Study 3 examined the online reading performance of Chinese dyslexic readers using the eye tracking technique. 15 dyslexic chil.
Book Synopsis The Role of Phonological Awareness and Visual-Orthographic Skills in Chinese Reading Acquisition by : Wai-Ting Siok
Download or read book The Role of Phonological Awareness and Visual-Orthographic Skills in Chinese Reading Acquisition written by Wai-Ting Siok and published by Open Dissertation Press. This book was released on 2017-01-27 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "The Role of Phonological Awareness and Visual-orthographic Skills in Chinese Reading Acquisition" by Wai-ting, Siok, 蕭慧婷, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract of thesis entitled 'The Role Of Phonological Awareness And Visual-Orthographic Skills In Chinese Reading Acquisition' submitted by Siok Wai Ting for the degree of Doctor of Philosophy at the University of Hong Kong in March 2001 This study examined the role of phonological awareness and visuo- orthographic processing skills in the development of Chinese reading abilities. Research using alphabetic languages has generally shown that phonological awareness, the ability to conceive of spoken words as sequences of smaller units of sound segments, is strongly related to success in reading. In particular, phonological awareness measured at both the onset- rime and the phonemic level relates to alphabetic reading success. Written Chinese has a logographic feature where the characters map onto the morpheme and cannot be pronounced by recourse to grapheme-phoneme correspondence rules. It is likely that the nature of phonological awareness that relates to Chinese reading is different from that of English. The study recruited 154 1st to 5th graders in Beijing. Before they were taught to read Chinese characters, these subjects had learned an alphabetic script known as Hanyu Pinyin, which helps the association of a visual character form and its pronunciation in later reading acquisition. Children's performance on tests of various cognitive skills, reading ability and pinyin knowledge were examined. Specifically, phonological awareness was assessed by 4 tasks that varied in linguistic complexity (onset-rime, tonal and phonemic level) to ascertain which level of phonological units best predicts Chinese reading. These subjects were tested again one year later on measures of reading ability and pinyin knowledge to discover the longitudinal relationship of these measures with the various cognitive skills. Results using the hierarchical multiple regression and the structural equation approach showed that (1) visual skills predicted reading success at lower grades, (2) pinyin knowledge and the ability to discriminate homophonic characters were longitudinally predictive of later reading success, (3) onset-rime awareness, but not phonemic awareness, predicted Chinese reading, and (4) there was a reciprocal relationship between pinyin knowledge and reading success. These findings suggest that learning to read Chinese progresses from a logographic phase to an orthographic- phonological phase and that the nature of phonological awareness predicting reading success is contingent on the characteristics of the writing system. Moreover, this study has demonstrated the importance and effectiveness of the adoption of pinyin as a learning tool from a psychological perspective. These findings have important implications for education in Hong Kong, where no phonetic script is adopted to aid Chinese reading, unlike reading acquisition in Taiwan or Mainland China. Learning to read Chinese in Hong Kong is painstaking, which involves tremendous amount of rote memory and writing exercises, and children have difficulties in reading Chinese texts at home as there is no guidance on how to pronounce unfamiliar Chinese characters. Without teacher's or parents' help, Hong Kong children do not know the sounds of newly encountered characters, unlike Mainland children who can read with the help of pinyin. This casts doubts on the effectiveness of using Chinese as the instruction medium in Ho
Book Synopsis Teaching Chinese Characters in the Digital Age by : Caitríona Osborne
Download or read book Teaching Chinese Characters in the Digital Age written by Caitríona Osborne and published by Springer Nature. This book was released on with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Learn Chinese Visually 1: Meet the Strokes in Chinese Characters by : W.Q. Blosh
Download or read book Learn Chinese Visually 1: Meet the Strokes in Chinese Characters written by W.Q. Blosh and published by qBLOSH. This book was released on 2020-04-12 with total page 36 pages. Available in PDF, EPUB and Kindle. Book excerpt: New Way to Learn Chinese VISUALLY! -Created for toddlers, students learning Chinese as a second or foreign language. -Also suitable for adults young at heart! -Explained in English so parents who do not speak Mandarin can also guide their children. The first book in the Foundation Series, developed to help learners develop visual skills to decode Chinese characters without writing. Covers the most basic parts of Chinese characters - 35 STROKES. The strokes are presented as cartoons and have easy-to-remember names (e.g. Vertical, L-Bend, Hunchback) according to the features they have (e.g. hook, bend, curve) No writing, just trace the strokes from head to tail with your finger to learn the stroke direction.
Book Synopsis Learn Chinese Visually 7: How to Spell Chinese Words by : W.Q. Blosh
Download or read book Learn Chinese Visually 7: How to Spell Chinese Words written by W.Q. Blosh and published by qBLOSH. This book was released on with total page 43 pages. Available in PDF, EPUB and Kindle. Book excerpt: New Way to Learn Chinese VISUALLY! Created for toddlers, students learning Chinese as a second or foreign language. Also suitable for adults young at heart! Explained in English so parents who do not speak Mandarin can also guide their children. The seventh book in the Foundation Series, developed to help learners develop visual skills to decode Chinese characters without writing Learn how to 'spell' Chinese characters easily using PART ORDER RULES See the basic structures of Chinese words through COLOURS. Note that Chinese characters are usually learnt as a whole and this can take up a lot of memory. As a result, the more one learns the more confused one gets. This new way to learn Chinese visually helps learners to decode Chinese characters into their componentsand learn how to form/spell characters through simple rules. To ‘spell’ is to write or name the parts (alphabets or strokes) that form a word in the correct sequence. Learn how to form Chinese characters easily using Part Order Rules (e.g. Left to Right, Top to Bottom, Middle before Sides, Sides before Middle, Outside before Inside, Inside before Outside) Apply content learned in Book 1 (Strokes), Books 4 and 5 (Alphabets) in Books 7, 8 and 9 (Spelling Chinese Words) LEARN CHINESE VISUALLY (FOUNDATION SERIES) BOOK 1: MEET THE STROKES IN CHINESE CHARACTERS BOOK 2: COUNT IN CHINESE AND ENGLISH BOOK 3: MEET THE CHINESE ALPHABETS BOOK 4: 32 TEAMS OF CHINESE ALPHABETS BOOK 5: MORE CHINESE ALPHABETS BOOK 6: MY FIRST WORDS BOOK 7: HOW TO ‘SPELL’ CHINESE WORDS BOOK 8: MORE WAYS TO ‘SPELL’ CHINESE WORDS BOOK 9: UNIQUE WAYS TO 'SPELL' CHINESE WORDS BOOK 10: HOW TO GUESS THE MEANING OF CHINESE WORDS
Book Synopsis Reading Development in Chinese Children by : Catherine McBride-Chang
Download or read book Reading Development in Chinese Children written by Catherine McBride-Chang and published by Bloomsbury Publishing USA. This book was released on 2003-12-30 with total page 267 pages. Available in PDF, EPUB and Kindle. Book excerpt: This text reviews both similarities and unique cultural, linguistic, and script differences of Chinese relative to alphabetic reading, and even across Chinese regions. Chinese reading acquisition relies upon children's strongly developing analytic skills, as highlighted here. These 16 chapters present state-of-the-art research on diverse aspects of Chinese children's reading development. This edited volume presents research on Chinese children's reading development across Chinese societies. Authors from China, Hong Kong, Singapore, and Taiwan, among others, present the latest findings on how Chinese children learn to read. Reading acquisition in Chinese involves some parameters typically not encountered in some other orthographies, such as English. For example, Chinese readers in different regions might speak different, mutually unintelligible languages, be taught to read with or without the aid of a phonetic coding system, and learn different scripts. This book both implicitly and explicitly considers these and other contextual issues in relation to developmental and cognitive factors involved in Chinese literacy acquisition. One of the clearest themes to emerge from this volume is that, across regions, Chinese children, despite lack of explicit teaching of phonetic or semantic character components, learn to read largely by integrating visible print-sound and print-meaning connections. Rather than learning to read Chinese characters by rote, as is sometimes mistakenly believed, these children are analytic learners. Chapters in this book also cover such topics as Chinese children's reading comprehension, cognitive characteristics of good and poor readers, and reading strategies of bilingual and biscriptal readers. This book is a useful reference for anyone interested in understanding either developing or skilled reading of Chinese or for those interested in literacy learning across cultures.
Book Synopsis The Impact of Learning to Read on Visual Processing by : Tânia Fernandes
Download or read book The Impact of Learning to Read on Visual Processing written by Tânia Fernandes and published by Frontiers Media SA. This book was released on 2016-01-26 with total page 75 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reading is at the interface between the vision and spoken language domains. An emergent bulk of research indicates that learning to read strongly impacts on non-linguistic visual object processing, both at the behavioral level (e.g., on mirror image processing – enantiomorphy) and at the brain level (e.g., inducing top-down effects as well as neural competition effects). Yet, many questions regarding the exact nature, locus, and consequences of these effects remain hitherto unanswered. The current Special Topic aims at contributing to the understanding of how such a cultural activity as reading might modulate visual processing by providing a landmark forum in which researchers define the state of the art and future directions on this issue. We thus welcome reviews of current work, original research, and opinion articles that focus on the impact of literacy on the cognitive and/or brain visual processes. In addition to studies directly focusing on this topic, we will consider as highly relevant evidence on reading and visual processes in typical and atypical development, including in adult people differing in schooling and literacy, as well as in neuropsychological cases (e.g., developmental dyslexia). We also encourage researchers on nonhuman primate visual processing to consider the potential contribution of their studies to this Special Topic.
Book Synopsis Orthographic Awareness in Learning Chinese Characters by : Ho-Cheong Lam
Download or read book Orthographic Awareness in Learning Chinese Characters written by Ho-Cheong Lam and published by Open Dissertation Press. This book was released on 2017-01-27 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Orthographic Awareness in Learning Chinese Characters" by Ho-cheong, Lam, 林浩昌, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract of thesis entitled "Orthographic Awareness in Learning Chinese Characters" Submitted by Lam, Ho Cheong 林浩昌 For the degree of Doctor of Philosophy at the University of Hong Kong in Dec 2006 Children do not learn Chinese characters by rote memorizing each of them. Instead they are aware of the orthographic aspects common to all characters. Such awareness is helpful to their future learning of other characters. Still there are two questions: What orthographic aspects are essential to learning the characters? What are the effective ways to bring about children's orthographic awareness? In learning English words, the importance of phonological awareness has been well established, i.e., the "c" in the spelling "cat" signifies the /k/ sound in /kaet/. Much influenced by this, most research on learning Chinese characters investigates whether children realize what a component signifies in a character. For example, the component 木 [tree] provides a clue to the meaning of the character 椰 [coconut] (referred to as a part-whole relation in this dissertation). But it was soon found that most children actually do not have much trouble recognizing this part-whole relation, probably because 木 on its own is a very familiar character. Thus to learn what a component signifies in Chinese is much easier than the abstract task of phoneme segmentation in English. So what are important to learning Chinese characters? I propose that it is essential for children to know how to analyze the orthographic structure of a character. This concerns which components are part of the same unit that constitute the character (referred to as a part-part relation). For example, while the 木 contributes to the meaning of the character 椰, the 木 in 蜥 [lizard] /sik1/, 紮 [to tie] /zaat3/ and 霜 [frost] /soeng1/ are only part of the phonetic radicals 析 /sik1/, 札 /zaat3/ and 相 /soeng1/ respectively, and have nothing to do with the meanings of the whole characters. In other words, of crucial importance is whether children recognize the location of a component in the orthographic structure in relation to its function to the character. To find evidence of this, I began this study with an investigation of children's progressive development of their orthographic knowledge of the part-whole and part-part relations (i.e., Experiments 1 and 2). 425 children from Grades One to Four in 3 primary schools were invited to a test. The findings illustrate that the First Graders were well aware of the part-whole relation while even the Fourth Graders had much difficulty with the part-part relation. I then investigated the most effective way to enhance children's orthographic awareness in Experiments 3 and 4. Three different training methods were designed, as guided by the theory of variation, and used to teach 196 children in Grade Two in 2 schools. The major findings were: Contrastive Pair (e.g., 木 in 椰 and 蜥) was consistently found to be most effective while Generalization Pair (e.g., 目 in 緲 [misty] and 木 in 蜥) and Analogous Pair (e.g., 木 in 淅 [the sound of raining] and 蜥) only showed moderate improvement. On the whole, this study contributes the notion of orthographic awareness to our understanding of the teaching of Chinese characters to children. ii DOI: 10.5353/th_b3762734 Subjects: Chinese characters - Study and teachin
Book Synopsis Learn Chinese Visually 8: More Ways to Spell Chinese Words by : W.Q. Blosh
Download or read book Learn Chinese Visually 8: More Ways to Spell Chinese Words written by W.Q. Blosh and published by qBLOSH. This book was released on 2020-04-25 with total page 34 pages. Available in PDF, EPUB and Kindle. Book excerpt: New Way to Learn Chinese VISUALLY! Created for toddlers, students learning Chinese as a second or foreign language. Also suitable for adults young at heart! Explained in English so parents who do not speak Mandarin can also guide their children. The eighth book in the Foundation Series, developed to help learners develop visual skills to decode Chinese characters without writing Learn how to 'spell' Chinese characters easily by seeing where the PARTS (alphabets and strokes) INTERSECT See the parts of Chinese words through COLOURS. Note that Chinese characters are usually learnt as a whole and this can take up a lot of memory. As a result, the more one learns the more confused one gets. This new way to learn Chinese visually helps learners to decode Chinese characters into their componentsand learn how to form/spell characters through simple rules. To ‘spell’ is to write or name the parts (alphabets or strokes) that form a word in the correct sequence. Learn how to form Chinese characters easily using simple rules, bond points and cross points Apply content learned in Book 1 (Strokes), Books 4 and 5 (Alphabets) in Books 7, 8 and 9 (Spelling Chinese Words) LEARN CHINESE VISUALLY (FOUNDATION SERIES) BOOK 1: MEET THE STROKES IN CHINESE CHARACTERS BOOK 2: COUNT IN CHINESE AND ENGLISH BOOK 3: MEET THE CHINESE ALPHABETS BOOK 4: 32 TEAMS OF CHINESE ALPHABETS BOOK 5: MORE CHINESE ALPHABETS BOOK 6: MY FIRST WORDS BOOK 7: HOW TO ‘SPELL’ CHINESE WORDS BOOK 8: MORE WAYS TO ‘SPELL’ CHINESE WORDS BOOK 9: UNIQUE WAYS TO 'SPELL' CHINESE WORDS BOOK 10: HOW TO GUESS THE MEANING OF CHINESE WORDS
Book Synopsis Teaching Chinese Literacy in the Early Years by : Hui Li
Download or read book Teaching Chinese Literacy in the Early Years written by Hui Li and published by Routledge. This book was released on 2014-08-21 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Chinese language is now used by a quarter of the world’s population and is increasingly popular as a second language. Teaching Chinese Literacy in the Early Years comprehensively investigates the psychology, pedagogy and practice involved in teaching Chinese literacy to young children. This text not only explores the psycholinguistic and neuropsychological processing involved in learning Chinese literacy but also introduces useful teaching methods and effective practices relevant for teaching within early years and primary education. Key issues explored within this text include: The Psycholinguistics of Chinese Literacy Neuropsychological Understanding of Chinese Literacy The pedagogy of teaching Chinese as a first language The Pedagogy of Teaching Chinese as a second language Teaching Chinese literacy in early childhood settings Assessing Chinese Literacy Attainment in the Early Years With the addition of two reliable Chinese literacy scales, Teaching Chinese Literacy in the Early Years is an essential text for any student, lecturer or professional teacher who is interested in learning and teaching Chinese literacy.
Book Synopsis Developmental Stages in Reading Chinese as a Second Language by : Sun-A Kim
Download or read book Developmental Stages in Reading Chinese as a Second Language written by Sun-A Kim and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation investigated whether adult second language (L2) learners of Chinese go through stages when learning to read Chinese characters. A study conducted with preschoolers to 6th graders in China (Chen, 2004) had demonstrated that children whose native language (L1) is Chinese pass through three reading stages (i.e., visual, phonetic, and orthographic) when they learn to read Chinese. These stages are interpreted as analogous to the developmental stages of L1 English readers (i.e., logographic, alphabetic, and orthographic) posited by Ehri (1991). The two research questions of this study are as follows: (a) Do adult L2 learners of Chinese undergo stages in learning to read Chinese? (b) If so, do the reading stages of adult L2 learners parallel those of L1 Chinese children? These questions were examined by conducting two computer-based experiments with 70 college students enrolled in beginning/intermediate Chinese classes in a major US university. In experiment 1, participants learned to read 18 novel Chinese characters divided into three levels of visual distinctiveness of characters: distinctive, normal, and similar sets. In the distinctive set, individual strokes of characters were enhanced to make the characters visually distinctive. The normal set consisted of normal characters, and the similar set consisted of character pairs whose members were visually similar to each other. Experiment 2 required participants to learn 18 new Chinese characters that belong to three different levels of phonetic family consistency: consistent, semi-consistent, and inconsistent. Logit mixed modeling (Jaeger, 2008) analysis of the data revealed effects of individual participants0́9 working memory spans in experiment 1, such that subjects who had higher working memory spans were better able to learn characters. In experiment 2, an interaction effect between character knowledge and phonetic consistency was found, in which subjects who knew more characters learned the consistent families better than the semi-consistent or the inconsistent families. The results suggest that adult L2 learners of Chinese go through reading stages in learning to read Chinese, but that the stages are different from those of Chinese children learning to read. It is proposed that when learning to read Chinese characters, adult L2 learners bypass the visual stage and start from the phonetic stage, and then proceed to the orthographic stage as their character knowledge base increases. The absence of a visual stage in the adult L2 learners of Chinese can be explained by positing different character knowledge and/or a cognitive difference between child L1 readers and adult L2 readers. The existence of the phonetic and the orthographic stages in adult L2 reading development dispels a long-held belief that written Chinese is processed as a whole, and confirms that the phonetic principle plays a significant role in learning to read Chinese. Pedagogical implications of these findings are (a) explicit instruction on the phonetic principle in reading Chinese would be beneficial to the learners, and (b) repetition of simple practice with seeing, hearing, and speaking aloud is effective in learning to read Chinese characters.
Book Synopsis Cross-Language Studies of Learning to Read and Spell: by : C.K. Leong
Download or read book Cross-Language Studies of Learning to Read and Spell: written by C.K. Leong and published by Springer Science & Business Media. This book was released on 2013-03-14 with total page 444 pages. Available in PDF, EPUB and Kindle. Book excerpt: The present volume is based on the proceedings of the Advanced Study Institute (AS I) sponsored by the North Atlantic Treaty Organization (NATO) held in Alvor, Algarve, Portugal. A number of scholars from different countries participated in the two-week institute on Cognitive and linguistic aspects of reading, writing, and spelling. The present papers are further versions with modifications and refinements from those presented at the Advanced Study Institute. Several people and organizations have helped us in this endeavor and their assistance is gratefully acknowledged. Our special thanks are to: the Scientific Affairs division of NATO for providing the major portions of the financial support, Dr. L.V. da Cunha of NATO and Dr. THo Kester and Mrs. Barbara Kester of the International Transfer of Science and Technology of the various aspects of the institute; and (ITST) for their help and support the staff of Hotel Alvor Praia for making our stay a pleasant one by helping us to run the institute smoothly.
Book Synopsis Writing Systems, Reading Processes, and Cross-Linguistic Influences by : Hye K. Pae
Download or read book Writing Systems, Reading Processes, and Cross-Linguistic Influences written by Hye K. Pae and published by John Benjamins Publishing Company. This book was released on 2018-07-15 with total page 480 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides readers with a unique array of scholarly reflections on the writing systems of Chinese, Japanese, and Korean in relation to reading processes and data-driven interpretations of cross-language transfer. Distinctively broad in scope, topics addressed in this volume include word reading with respect to orthographic, phonological, morphological, and semantic processing as well as cross-linguistic influences on reading in English as a second language or a foreign language. Given that the three focal scripts have unique orthographic features not found in other languages – Chinese as logography, Japanese with multi-scripts, and Korean as non-Roman alphasyllabary – chapters expound script-universal and script-specific reading processes. As a means of scaling up the body of knowledge traditionally focused on Anglocentric reading research, the scientific accounts articulated in this volume importantly expand the field’s current theoretical frameworks of word processing to theory building with regard to these three languages.
Book Synopsis Reading and Dyslexia by : Thomas Lachmann
Download or read book Reading and Dyslexia written by Thomas Lachmann and published by Springer. This book was released on 2018-07-28 with total page 339 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this volume a group of well-known experts of the field cover topics ranging from basic visual and auditory information processing to higher order cognition in reading and dyslexia, from basic research to remediation approaches and from well-established theories to new hypotheses about reading acquisition and causes for its failure. Reading is one of the most intriguing feats human evolution ever came up with. There is no evolutionary basis for reading as such; reading is secondary to language and the result of a complex skill acquisition at the end of which almost all pre-existing cognitive functions are mobilized. With the right instruction and practice most people learn this skill smoothly. Some, however, have problems, despite same opportunities and general cognitive abilities. This developmental dyslexia results from a neuro developmental disorder leading to deficits in reading relevant information processing. But what deficits are these, and can they be trained?
Book Synopsis Phonological Awareness and Visual Skills in Learning to Read Chinese and English by :
Download or read book Phonological Awareness and Visual Skills in Learning to Read Chinese and English written by and published by . This book was released on 1994 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Reading Chinese Script by : Jian Wang
Download or read book Reading Chinese Script written by Jian Wang and published by Psychology Press. This book was released on 1999-02 with total page 321 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume, which includes both Chinese and leading Western researchers, will be of interest to all those studying reading and visual symbol processing. For cognitive psychologists and cognitive scientists as well as reading researchers.
