Visuomotor integration and executive functioning are uniquely linked to Chinese word reading and writing in kindergarten children

2017 ◽  
Vol 31 (1) ◽  
pp. 155-171 ◽  
Author(s):  
Kevin Kien Hoa Chung ◽  
Chun Bun Lam ◽  
Ka Chun Cheung
Keyword(s):  
Executive Functioning ◽  
Word Reading ◽  
Kindergarten Children ◽  
Chinese Word ◽  
Visuomotor Integration ◽  
Reading And Writing

Executive functioning skills uniquely predict Chinese word reading.

2011 ◽  
Vol 103 (4) ◽  
pp. 909-921 ◽  
Author(s):  
Kevin K. H. Chung ◽  
Catherine McBride-Chang
Keyword(s):  
Executive Functioning ◽  
Word Reading ◽  
Chinese Word ◽  
Executive Functioning Skills

Orthographic Analogy Training with Kindergarten Children: Effects on Analogy Use, Phonemic Segmentation, and Letter-Sound Knowledge

1992 ◽  
Vol 24 (1) ◽  
pp. 109-127 ◽  
Author(s):  
Margareth E. Peterson ◽  
Leonard P. Haines
Keyword(s):  
Word Reading ◽  
Beginning Reading ◽  
Kindergarten Children ◽  
Letter Sound ◽  
Experimental Group ◽  
Orthographic Analogy

This study investigated the effect of teaching children orthographic analogies based on onset and rime units (words that rhyme). Forty-eight kindergarten children were selected for the study and classified as high, middle, or low segmenters based on their performance on the Test of Awareness of Language Segments (TALS) (Sawyer, 1987). Pretraining and posttraining measures consisted of segmentation ability, letter-sound knowledge, and reading words by analogy. Although the experimental group showed significant gains on each measure over no-training controls, analogy training affected children differently depending upon their prior segmentation level. Low segmenters gained most in segmentation ability with small, but significant, effects in letter-sound knowledge. Middle and high segmenters showed greatest improvement in their ability to perform the word reading by analogy task and in their letter-sound knowledge. This study provides support for a role for onset and rime units in beginning reading and may indicate how rhymes contribute to children's awareness of phonemes.

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