Effects of match-to-sample cueing on the teaching of Chinese word reading to preschool children with mild learning difficulties

1987 ◽  
Author(s):  
Lai-yin, Agnes Ma
Keyword(s):  
Preschool Children ◽  
Word Reading ◽  
Learning Difficulties ◽  
Chinese Word ◽  
Match To Sample

scholarly journals Low Auditory-Verbal Cognitive Profile: Α “Risk Factor” for Specific Learning Difficulties in Preschool Children in Greece

Psychology ◽  
2021 ◽  
Vol 12 (02) ◽  
pp. 181-204
Author(s):  
Eleni Bonti ◽  
Maria Sofologi ◽  
Maria Efstratopoulou ◽  
Aikaterini Katsiana ◽  
Georgia Papantoniou ◽  
...  
Keyword(s):  
Risk Factor ◽  
Preschool Children ◽  
Learning Difficulties ◽  
Cognitive Profile ◽  
Specific Learning

The same or different: An investigation of cognitive and metalinguistic correlates of Chinese word reading for native and non-native Chinese speaking children

2015 ◽  
Vol 21 (4) ◽  
pp. 765-781 ◽  
Author(s):  
YANLING ZHOU ◽  
CATHERINE MCBRIDE
Keyword(s):  
Working Memory ◽  
Word Reading ◽  
Learning Experience ◽  
English Word ◽  
Vocabulary Knowledge ◽  
Hierarchical Regression ◽  
Chinese Word ◽  
Lexical Tone ◽  
Chinese Speakers ◽  
Chinese Learning

We investigated cognitive and metalinguistic correlates of Chinese word reading in children with L2 Chinese learning experience and compared these to those in L1 Chinese speaking children. In total, 102 third and fourth grade children were recruited for the study. We examined a range of Chinese and English word reading related cognitive and metalinguistic skills. Compared to the native Chinese speaking group (NCSS), the non-native Chinese speaking group (NNCS) only performed better in English vocabulary knowledge and English working memory. On Chinese word reading related skills the NNCS group performed significantly worse than the NCS group. Hierarchical regression analyses revealed that the unique correlates of Chinese word reading for both groups were Chinese vocabulary, working memory, lexical tone awareness, and orthographic skills. For the NNCS group only, visual skills were also unique correlates of word reading skills. The results suggest cognitive similarities and differences in reading among native and non-native Chinese speakers.

Divide and Conquer

2019 ◽  
Vol 66 (4) ◽  
pp. 296-309
Author(s):  
Michael J. Beran ◽  
Andrew J. Kelly ◽  
Bonnie M. Perdue ◽  
Will Whitham ◽  
Melany Love ◽  
...  
Keyword(s):  
Preschool Children ◽  
Young Children ◽  
Word Reading ◽  
Object Identification ◽  
Divide And Conquer ◽  
Older Children ◽  
Potential Form ◽  
The Given ◽  
Effect Of Age

Abstract. We assessed the ability of preschool children to assign the most difficult tasks to a symbolic helper. First, children were taught that a toy “helper” could aid them in remembering the location of a hidden item. Children preferentially assigned the helper to the objectively most difficult locations to remember. Each child then completed eight more tests, assessing a range of different skills such as counting, object identification, and word reading. Children again could assign some stimuli in each task to the helper, leaving the remaining stimuli for themselves to respond to in the given tasks. They were not explicitly told to assign the hardest stimulus to the helper. However, children consistently still did so in most tasks, although some tasks showed an effect of age where older children were more proficient in assigning the objectively more difficult stimuli to the helper. These results highlight a potential form of metacognition in young children in which they can monitor difficulty across varied kinds of assessments and use a generalized tool for asking for help that does not require verbal responding.

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