Download or read book Visual Orthographic Skills in Hong Kong Primary School Students with Spelling Difficulties written by Gunter Wong and published by . This book was released on 2017-01-26 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Visual Orthographic Skills in Hong Kong Primary School Students With Spelling Difficulties" by Gunter, Wong, 黃冠德, 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: ii Abstract of thesis entitled Visual Orthographic Skills In Hong Kong Primary School Students with Spelling Difficulties Submitted by Gunter Wong For the degree of Doctor of Philosophy at the University of Hong Kong in September 2005 How the spelling of a logographic language like Chinese is learnt remains an area to be investigated. Because of the logographic nature of the language, it has been thought that learning the spelling of Chinese characters relies very much on visual processing. The present study aimed to explore how the spelling of Chinese characters is learnt by investigating visual orthographic skills in Hong Kong primary school students who had spelling difficulties. A correlational approach combined with cross-sectional developmental design was adopted. The first part of the study attempted to investigate how normally achieving students processed visual orthographic information. The second part of the study attempted to study visual orthographic problems in students with spelling difficulties. In the first part, data indicated that students developed the awareness of spatial position of a radical early in grade one. They became more aware of stroke features and positional legality of a radical in grade three and constructional legality of a radical in grade five. Also, the familiarity with a radical could affect the awareness of legality to a greater extent and the awareness of features to a lesser extent. No significant difference was shown between boys and girls in processing visual orthographic information. In the second part, students with spelling difficulties were compared to their iii non-disabled peers in visual orthographic skills and visual information processing skills. Data demonstrated that students with spelling difficulties tended not to be aware of stroke features within a character as contradictory to their non-disabled peers and had difficulties in detecting the spatial position of a radical. They also had poor awareness of constructional legality and positional legality. Moreover, visual information processing skills were found to be weaker in students with spelling difficulties. Although familiarity effects were found in most visual orthographic tasks, data indicated a possible developmental delay in the accuracy to analyze stroke features in students with spelling difficulties when compared across grades. This delay was probably due to a speed- accuracy trade-off found in grade three. In conclusion, the present study provides some support to the visual deficit theory of spelling difficulties. A model of visual orthographic processing in encoding the written form of Chinese characters is established. DOI: 10.5353/th_b3147367 Subjects: Chinese language - Writing - Study and teaching (Primary) - China - Hong Kong Chinese characters School children - China - Hong Kong - Language Visual perception

Download or read book Visual Orthographic Skills in Hong Kong Primary School Students with Spelling Difficulties written by Gunter Wong and published by . This book was released on 2005 with total page 482 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Contemporary Perspectives on Reading and Spelling written by Clare Wood and published by Routledge. This book was released on 2009-09-10 with total page 305 pages. Available in PDF, EPUB and Kindle. Book excerpt: With contributions from leading international researchers, Contemporary Perspectives on Reading and Spelling offers a critique of current thinking on the research literature into reading, reading comprehension and writing. Each paper in this volume provides an account of empirical research that challenges aspects of accepted models and widely accepted theories about reading and spelling. This book develops the argument for a need to incorporate less widely cited research into popular accounts of written language development and disability, challenging the idea that the development of a universal theory of written language development is attainable. The arguments within the book are explored in three parts: overarching debates in reading and spelling reading and spelling across languages written language difficulties and approaches to teaching. Opening up the existing debates, and incorporating psychological theory and the politics surrounding the teaching and learning of reading and spelling, this edited collection offers some challenging points for reflection about how the discipline of psychology as a whole approaches the study of written language skills. Highlighting ground-breaking new perspectives, this book forms essential reading for all researchers and practitioners with a focus on the development of reading and spelling skills.

Download or read book ROLE OF PHONOLOGICAL AWARENESS written by Wai-Ting Siok and published by Open Dissertation Press. This book was released on 2017-01-27 with total page 158 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

Download or read book Handbook of Orthography and Literacy written by R. Malatesha Joshi and published by Routledge. This book was released on 2013-05-13 with total page 817 pages. Available in PDF, EPUB and Kindle. Book excerpt: Until about two decades ago, the study of writing systems and their relationship to literacy acquisition was sparse and generally modeled after studies of English language learners. This situation is now changing. As the worldwide demand for literacy continues to grow, researchers from different countries with different language backgrounds have begun examining the connection between their writing systems and literacy acquisition. This text, which derives from a NATO sponsored conference on orthography and literacy, brings together the research of 70 scholars from across the world--the largest assemblage of such experts to date. Their findings are grouped into three parts, as follows: Part I, Literacy Acquisition in Different Writing Systems, describes the relationship between orthography and literacy in twenty-five orthographic systems. This section serves as a handy reference source for understanding the orthographies of languages as diverse as Arabic, Chinese, English, Icelandic, Kannada, and Kishwahili. Part II, Literacy Acquisition From a Cross-Linguistic Perspective, makes direct comparisons of literacy acquisition in English and other orthographic systems. The overall conclusion that emerges from these eight chapters is that the depth of an orthographic system does influence literacy acquisition primarily by slowing down the acquisition of reading skills. Even so, studies show that dyslexic readers can be found across all orthographic systems whether shallow or deep, which shows that dyslexia also has internal cognitive and biological components. Part III, Literacy Acquisition: Instructional Perspectives, explores literacy acquisition from developmental and instructional perspectives and ends with a look into the future of literacy research. This Handbook is appropriate for scholars, researchers, and graduate students in such diverse fields as cognitive psychology, psycholinguistics, literacy education, English as a second language, and communication disorders.

Download or read book Spelling Across Orthographies written by Teresa Limpo and published by Frontiers Media SA. This book was released on 2021-07-29 with total page 230 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Routledge International Handbook of Visual motor skills Handwriting and Spelling written by Yanyan Ye and published by Taylor & Francis. This book was released on 2023-08-22 with total page 485 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Routledge International Handbook of Visual-motor skills, Handwriting, and Spelling explores the potentially controversial field of early literacy education. It aims to offer scholars and practitioners an analysis of how and why handwriting skills benefit early literacy learning, especially spelling acquisition, and how this can enrich experiences for children and educators. Offering global perspectives from the field, the volume integrates current theories with up-to-date research and practice, revealing how we can best support children’s early literacy learning with handwriting and visual-motor skills interventions. Key topics covered include: The fundamentals of handwriting skills and literacy acquisition; Global literacy and spelling; Dysgraphia, handwriting difficulties, and dyslexia; Spelling and writing in the digital age; Home learning environment and spelling; Instruction and interventions for spelling and writing. This comprehensive survey will be essential reading for scholars and students of developmental psychology, education, and literacy research.

Download or read book The Routledge International Handbook of Dyslexia in Education written by Gad Elbeheri and published by Taylor & Francis. This book was released on 2022-07-20 with total page 458 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Routledge International Handbook of Dyslexia in Education showcases the various examples, expertise, and successful initiatives attempted to include students with dyslexia around the globe. It highlights progress and identifies gaps for growth globally to stand united against dyslexia as a literacy problem and a specific learning disability challenge. Taking a truly global view, each chapter from world-leading experts highlights issues related to the definition of dyslexia and how it is recognised locally, its implications on relevant legislations and educational policy and how teacher training programs on dyslexia are delivered at both pre-service and in-service levels. Contributors to this handbook also discuss and compare the services and tools available to identify individuals with dyslexia, such as nationally standardized tests and tools for dyslexia assessment. Students, researchers, teachers and other educational professionals who require highly relevant, research-informed guidance on dyslexia and its awareness, identification, training, outreach, and intervention around the globe will find this handbook an essential and timely resource. Readers will also be able to identify shared experiences and good lessons from around the world, as well as learn about better strategies to guide their journey in their own local community.

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.

Download or read book Reading and Writing Skills Cognitive Emotional Creative and Digital Approaches written by María Isabel de Vicente-Yagüe Jara and published by Frontiers Media SA. This book was released on 2023-12-14 with total page 487 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Handbook of Literacy in Diglossia and in Dialectal Contexts written by Elinor Saiegh-Haddad and published by Springer Nature. This book was released on 2022-03-14 with total page 501 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume is the first published collection of papers on the impact of diglossia and dialectal variations on language and literacy acquisition, impairment, and education. The authors are pioneering in this field and are leading researchers with substantial experience in conducting research in this area. A wide range of areas and languages are covered, including the US, South Africa, Israel, and various European countries. The chapters present novel data and insights regarding the role of dialectal variations on language and literacy, from a wide range of countries and perspectives. These insights have significant theoretical and practical implications. A majority of literacy learners worldwide are taught to read and write in a language variety or a dialect that is not the same as their spoken language. Not only is this the global norm, but it is probably also the greatest obstacle to literacy learning. This volume is the first published collection of papers on the role of dialect in language and literacy acquisition, impairment, and education in a variety of languages and situations across Europe, the Middle East, North America, Africa, and Asia.The authors are pioneers in this field.

Download or read book The Role of Phonological Awareness and Visual Orthographic Skills on Chinese Reading Acquisitions for Singapore Students written by Ping-Ping Ho 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 on Chinese Reading Acquisitions for Singapore Students" by Ping-ping, Ho, 何冰冰, 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: DOI: 10.5353/th_b3692400 Subjects: Chinese language - Phonology Chinese characters - Psychological aspects Language awareness in children - Singapore Reading comprehension Chinese language - Study and teaching (Elementary) - Singapore School children - Singapore - Language

Download or read book INVESTIGATING COGNITIVE ABILIT written by Yujie Qi and published by Open Dissertation Press. This book was released on 2017-01-26 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Investigating Cognitive Abilities in Chinese Reading and Dictation: a Training and Correlation Study" by Yujie, Qi, 亓玉杰, 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: This thesis examines the unique role of writing in reading and dictation as well as the common and unique cognitive abilities related to reading and dictation development among Chinese children. While it is generally accepted that phonological awareness is of critical importance for both reading and spelling in alphabetic languages (Goswami, 2000), writing seems to play an essential role in reading logographic Chinese. Recent correlation studies among young Chinese children (e.g., Tan et al., 2005) and training studies among adult second language learners of Chinese (e.g., Guan et al., 2011) showed that writing is closely related to the learning of Chinese characters. To further examine the underlying mechanism of the contribution of writing in learning Chinese characters, this thesis compared writing training with reading-only training (Study 1a) and with orthographic training (Study 1b) among Grade One primary school children in Mainland China. Study 1 provides evidence of strong but differential writing facilitation effects on the learning of Chinese characters in various aspects including reading and dictation ability. As the findings of Study 1 showed that writing facilitation effect was stronger on dictation performance than on reading performance, it is hypothesized that reading and dictation in Chinese are not like reading and spelling in alphabetic languages since Chinese has its own language-specific features. In order to verify this hypothesis and provide more evidence of how certain cognitive abilities contribute to reading and dictation separately, Study 2 examined the contributions of various aspects of cognitive abilities including non-verbal intelligence, orthographic awareness, phonological awareness, morphological awareness, visual-motor skills, and working memory, to reading and dictation ability among 126 primary school children of two groups (beginning readers and intermediate readers) in Mainland China. Commonalities as well as differences between reading and dictation were identified at different stages of learning. It is found that reading in Chinese depends heavily on phonological awareness, as the universal phonological principle (Perfetti et al., 1992) predicts, but dictation does not, quite unlike the situation in alphabetic languages. However, dictation in Chinese is found to rely more on cognitive abilities that involve some visual orthographic aspects of processing like orthographic awareness and writing skill. These findings have important theoretical as well as pedagogical implications for Chinese literacy development. The training study provides evidence in support of the important role of writing in learning Chinese, as well as the motor programming hypothesis of the writing facilitation effect (Tan et al., 2005). The findings of the correlation study further extend the lexical quality hypothesis (Perfetti, 2007) by showing that differential demands of the quality of lexical representations exist in reading and dictation in Chinese. Specifically, reading depends more on phonological lexical quality and dictation more on orthographic lexical quality. It is therefore proposed that writing practice should be encouraged among young native Chinese children. To better learn to read, phonological awareness should be enhanced, and to better learn to write to dictation, orthographic awareness should be emphasized, together with other

Download or read book INVESTIGATION ON THE INVENTED written by Civen Ho and published by Open Dissertation Press. This book was released on 2017-01-26 with total page 68 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "An Investigation on the Invented Spellings of Grade One Children Aged Between 5-6 Years Old in a Hong Kong Primary School" by Civen, Ho, 何思穎, 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: The research conducted can be classified as an intrinsic case study, which sought to examine and analyse the invented spellings made by grade one children in primary school within the Hong Kong context. The research hopes to develop a better understanding of the common errors made by grade one children and the spelling development progress they underwent. One grade one class was chosen to participate in this research. They were required to provide their writing summative assessments they had completed during the course of the school year. There were four writing summative assessments for each child. In total, eighty samples were collected and five hundred and forty eight words were identified as invented spellings. The invented spellings were then given a score from a 10-point scale to determine the type of error that was made. From the results, it suggests that children's spelling development is not fixed to a specific level, and that the spelling errors made can be attributed to the phonological differences between Cantonese and English. Subjects: English language - Orthography and spelling - Study and teaching (Elementary) - China - Hong Kong

Download or read book Word Morphology and Written Language Acquisition Insights from Typical and Atypical Development in Different Orthographies written by Lynne G. Duncan and published by Frontiers Media SA. This book was released on 2019-06-05 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt: This Research Topic explores the processing of morphemes, the smallest units of language that bear meaning and that combine to form more complex words. The articles gathered under this Research Topic investigate typical and atypical morphological processing by children and adolescents in ten different languages. These articles provide cross-linguistic and cross-script evidence of the early sensitivity of children to the morphemic structure of words, irrespective of whether they are struggling readers or typically developing. All in all, the collection allows for a better understanding of how morphological processing skills develop, providing valuable clues as to how this competence can be used as a tool to improve literacy acquisition in struggling readers.

Download or read book Handbook of Advances in Culture and Psychology Volume 8 written by Michele J. Gelfand and published by Oxford University Press. This book was released on 2021-02-01 with total page 360 pages. Available in PDF, EPUB and Kindle. Book excerpt: With applications throughout the social sciences, culture and psychology is a rapidly growing field that has experienced a surge in publications over the last decade. From this proliferation of books, chapters, and journal articles, exciting developments have emerged in the relationship of culture to cognitive processes, human development, psychopathology, social behavior, organizational behavior, neuroscience, language, marketing, and other topics. In recognition of this exponential growth, Advances in Culture and Psychology is the first annual series to offer state-of-the-art reviews of scholarly research in the growing field of culture and psychology. The Advances in Culture and Psychology series is: · Developing an intellectual home for culture and psychology research programs · Fostering bridges and connections among cultural scholars from across the discipline · Creating a premier outlet for culture and psychology research · Publishing articles that reflect the theoretical, methodological, and epistemological diversity in the study of culture and psychology · Enhancing the collective identity of the culture and psychology field Comprising chapters from internationally renowned culture scholars and representing diversity in the theory and study of culture within psychology, Advances in Culture and Psychology is an ideal resource for research programs and academics throughout the psychology community.

Download or read book Routledge International Handbook of Schools and Schooling in Asia written by Kerry J. Kennedy and published by Routledge. This book was released on 2018-05-11 with total page 1085 pages. Available in PDF, EPUB and Kindle. Book excerpt: This comprehensive handbook is the ultimate reference work, providing authoritative and international overviews of all aspects of schools and schooling in Asia. Split into 19 sections it covers curriculum, learning and assessment, private supplementary tutoring, special education, gender issues, ethnic minority education and LGBTQI students in Asian schools. The volume displays the current state of the scholarship for schools and schooling in Asia including emerging, controversial and cutting-edge contributions using a thematic approach. The content offers a broad sweep of the region with a focus on theoretical, cultural and political issues as well as identifying educational issues and priorities, such as curriculum, assessment, teacher education, school leadership, etc., all of which impact students and learning in multiple ways. The Routledge International Handbook of Schools and Schooling in Asia brings together experts in each area to contribute their knowledge, providing a multidimensional and rich view of the issues confronting the region’s school and education systems. Chapters 34, 35, 36, 37, and 38 of this book are freely available as downloadable Open Access PDFs at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.