Direct effects of visual skills and working memory on Chinese character reading in young children

2021 ◽  
Author(s):  
Xiujie Yang ◽  
Linyan Qiao
Keyword(s):  
Working Memory ◽  
Young Children ◽  
Chinese Character ◽  
Direct Effects ◽  
Visual Skills ◽  
Character Reading

The development of Chinese character reading and knowledge in young children

2021 ◽  
pp. 251385022110256
Author(s):  
Li Zhang ◽  
Jing Zhou ◽  
Simin Cao
Keyword(s):  
Young Children ◽  
Chinese Character ◽  
Early Years ◽  
Chinese Characters ◽  
Good Readers ◽  
Learning To Read ◽  
Communicative Development ◽  
Level 1 ◽  
Character Reading ◽  
Interest And Knowledge

Early reading and literacy are critical for helping children to become good readers, and character reading and knowledge are important aspects. However, few studies have investigated this issue. By drawing on 127 children between 4 and 6 years of age from five Level 1 kindergartens in Shanghai, this study examined the development of Chinese character reading and knowledge in young children. Character reading was assessed using the revised Chinese Communicative Development Inventory. Children’s knowledge of Chinese characters was administered through three tasks, namely stroke-pattern recognition, visual memorization and component detection, and component positioning. Results indicated that children acquired some characters before formally learning to read and write. Both character reading and knowledge developed rapidly with age. Further, children’s knowledge of Chinese characters was closely associated with their character reading. Findings suggest that children’s interest and knowledge of characters should be fostered during the early years to prepare them to be successful readers.

Language Skills of Children With and Without Mathematics Difficulty

2021 ◽  
pp. 1-7
Author(s):  
Jason C. Chow ◽  
Caitlyn E. Majeika ◽  
Amanda W. Sheaffer
Keyword(s):  
Working Memory ◽  
Young Children ◽  
School Readiness ◽  
Language Skills ◽  
Mathematics Learning ◽  
Mathematics Performance ◽  
Second Grade ◽  
Language Performance ◽  
Language Measures ◽  
Mathematics Difficulty

Purpose Language is an important skill required for children to succeed in school. Higher language skills are associated with school readiness in young children and general mathematics performance. However, many students with mathematics difficulty (MD) may be more likely to present difficulties with language skills than their peers. The purpose of this report was to compare the language performance of children with and without MD. Method We compared child vocabulary, morphology, and syntax between first- and second-grade children ( N = 247) classified as with or without MD, controlling for child working memory. Results Children with MD ( n = 119) significantly underperformed compared with their peers ( n = 155) on all language measures. The largest difference between children with and without MD was in syntax. Conclusions Children with MD present poorer language skills than their peers, which aligns with previous research linking the importance of syntax with mathematics learning. More research is needed to better understand the complex links between language skills and mathematical development.

scholarly journals The structure of working memory in young children and its relation to intelligence

2017 ◽  
Vol 92 ◽  
pp. 183-201 ◽  
Author(s):  
S. Gray ◽  
S. Green ◽  
M. Alt ◽  
T. Hogan ◽  
T. Kuo ◽  
...  
Keyword(s):  
Working Memory ◽  
Young Children

Working memory performance and executive function behaviors in young children with SLI

2014 ◽  
Vol 35 (1) ◽  
pp. 62-74 ◽  
Author(s):  
Brigitte Vugs ◽  
Marc Hendriks ◽  
Juliane Cuperus ◽  
Ludo Verhoeven
Keyword(s):  
Working Memory ◽  
Executive Function ◽  
Young Children ◽  
Memory Performance

Developmental improvement in strategies to maintain verbal information in working memory

2016 ◽  
Vol 42 (2) ◽  
pp. 182-191 ◽  
Author(s):  
Anne-Laure Oftinger ◽  
Valérie Camos
Keyword(s):  
Working Memory ◽  
Retention Interval ◽  
Young Children ◽  
Recall Performance ◽  
Concurrent Task ◽  
Verbal Information ◽  
Older Children ◽  
Attentional Demand ◽  
Maintenance Strategies ◽  
Strategy Changes

Although it has been proposed that maintenance of verbal information in adults’ working memory relies on two strategies, articulatory rehearsal and attentional refreshing, little is known about the interplay of these strategies in children. To examine strategy changes around the age of seven, children were asked to maintain digits during a retention interval introduced between encoding and recall. In Experiment 1, this interval was either unfilled in a delayed span task or filled with an attention-demanding task in a Brown-Peterson task. This concurrent task was either silent or aloud to vary the availability of rehearsal. Experiment 2 introduced variation in the attentional demand of the concurrent task, and an independent concurrent articulation. As predicted, recall performance was better in older children, but was reduced under concurrent articulation or when attention was less available, bringing further evidence in favor of two maintenance strategies. Moreover, the measure of the availability of attention for refreshing was correlated with recall performance in eight- and seven-year-olds, though only when rehearsal was impeded for seven-year-olds, but it did not correlate with six-year-olds’ recall. This could suggest that rehearsal is the default strategy in young children who can adaptively switch to refreshing when articulatory processes are unavailable.

scholarly journals Selective transfer of visual working memory training on Chinese character learning

2014 ◽  
Vol 53 ◽  
pp. 1-11 ◽  
Author(s):  
Bertram Opitz ◽  
Julia A. Schneiders ◽  
Christoph M. Krick ◽  
Axel Mecklinger
Keyword(s):  
Working Memory ◽  
Visual Working Memory ◽  
Chinese Character ◽  
Working Memory Training ◽  
Memory Training ◽  
Selective Transfer

Chinese character acquisition and visual skills in two Chinese scripts

2005 ◽  
Vol 18 (2) ◽  
pp. 99-128 ◽  
Author(s):  
Catherine Mcbride-Chang ◽  
Bonnie W. Y. Chow ◽  
Yiping Zhong ◽  
Stephen Burgess ◽  
William G. Hayward
Keyword(s):  
Chinese Character ◽  
Visual Skills
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