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Scientific Studies of Reading Volume 19, 2015 - Issue 4
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Research Articles

Performance in a Visual Search Task Uniquely Predicts Reading Abilities in Third-Grade Hong Kong Chinese Children

Duo LiuThe Hong Kong Institute of EducationCorrespondence[email protected]
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,
Xi ChenUniversity of TorontoView further author information
&
Kevin K. H. ChungThe Hong Kong Institute of EducationView further author information
Pages 307-324 | Published online: 30 Apr 2015

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Li-Chih Wang, Duo Liu, Yen Na Yum, Kevin Kien-Hoa Chung, Szu-Yin Chu, Pui Lun Alan Tai, Zhengye Xu, Hsu-Chan Kuo & Chih-Ching Chang. (2023) The relationship between auditory temporal processing, phonological processing and reading in Hong Kongese and Taiwanese children: from kindergarten to primary school (La relación entre el procesamiento temporal auditivo, el procesamiento fonológico y la lectura en los niños hongkoneses y taiwaneses: de preescolar a primaria). Journal for the Study of Education and Development 46:3, pages 592-624.
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Marinke J. Hokken, Elise Krabbendam, Ymie J. van der Zee & Marlou J. G. Kooiker. (2023) Visual selective attention and visual search performance in children with CVI, ADHD, and Dyslexia: a scoping review. Child Neuropsychology 29:3, pages 357-390.
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Li-Chih Wang, Sau Mei Stephanie Chu & Ji-Kang Chen. (2022) Humor Comprehension of Chinese Adolescents with and without Dyslexia. International Journal of Disability, Development and Education 0:0, pages 1-16.
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Sisi Liu & Duo Liu. (2020) Visual-spatial Attention and Reading Achievement in Hong Kong Chinese Children: Evidence from a One-year Longitudinal Study. Scientific Studies of Reading 24:3, pages 214-228.
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Duo Liu, Hong Li & Kwok Shing Richard Wong. (2017) The Anatomy of the Role of Morphological Awareness in Chinese Character Learning: The Mediation of Vocabulary and Semantic Radical Knowledge and the Moderation of Morpheme Family Size. Scientific Studies of Reading 21:3, pages 210-224.
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Articles from other publishers (49)

Sisi Liu, Zhengye Xu & Duo Liu. (2022) The effects of stimulus‐driven and goal‐directed attentional control on word reading skills among first‐grade Chinese children. Journal of Research in Reading 46:1, pages 104-121.
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Baojun Duan, Datao Wang, Wenxue Li, Xiaofeng Ma & Aibao Zhou. (2021) The impairment of the visual-spatial attention in Chinese children with dyslexia: A cognitive deficit or a developmental delay?. Current Psychology 42:6, pages 4341-4349.
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Jing Zhao, Jie Li & Yue Yang. (2021) Reduced perceptual processing speed and atypical attentional weight at the cores of visual simultaneous processing deficits in Chinese children with developmental dyslexia: a parameter-based assessment of visual attention. Current Psychology 42:4, pages 3291-3304.
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Li-Chih Wang, Zhengye Xu, Duo Liu, Lorinda Li-Ying Kwan-Chen, Kevin Kien-Hoa Chung, Hsiao-Yuan Cho & Ji-Kang Chen. (2022) Age differences in the relation between Chinese students’ prosodic sensitivity and reading comprehension: From nine to fifteen years. Cognitive Development 64, pages 101234.
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Emma J. Vardy, Stephanie Al Otaiba, Helen L. Breadmore, Shu‐Hsuan Kung, Anna‐Lind Pétursdóttir, Mai W. Zaru & Kristen L. McMaster. (2022) Teacher–researcher partnership in the translation and implementing of PALS (Peer‐Assisted Learning Strategies): An international perspective. Journal of Research in Reading 45:3, pages 517-526.
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Jie Wang, Shuting Huo, Ka Chun Wu, Jianhong Mo, Wai Leung Wong & Urs Maurer. (2022) Behavioral and neurophysiological aspects of working memory impairment in children with dyslexia. Scientific Reports 12:1.
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Kelvin Fai Hong Lui, Zebedee Rui En Cheah, Catherine McBride & Urs Maurer. (2021) Testing the script-relativity hypothesis: expertise in reading Chinese versus English is associated with better arithmetic skills. Reading and Writing 35:6, pages 1359-1379.
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Catherine McBride, Xiangzhi Meng, Jun‐Ren Lee & Dora Jue Pan. 2022. The Science of Reading. The Science of Reading 354 371 .
Charles Perfetti & Anne Helder. 2022. The Science of Reading. The Science of Reading 5 35 .
Li‐Chih Wang, Ji‐Kang Chen & Huang‐Ju Tsai. (2022) Anxiety and Reading Comprehension of Chinese Children with and without Reading Disabilities: The Role of Processing Speed. Learning Disabilities Research & Practice 37:2, pages 113-123.
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Madelon van den Boer & Maaike H. T. Zeguers. (2021) Beyond words: An analysis of skills underlying reading and vocabulary acquisition in three foreign languages. Bilingualism: Language and Cognition 25:2, pages 321-336.
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Paul T. Cirino, Marcia A. Barnes, Greg Roberts, Jeremy Miciak & Anthony Gioia. (2022) Visual attention and reading: A test of their relation across paradigms. Journal of Experimental Child Psychology 214, pages 105289.
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Kelvin Fai Hong Lui, Jason Chor Ming Lo, Connie Suk-Han Ho, Catherine McBride & Urs Maurer. (2021) Resting state EEG network modularity predicts literacy skills in L1 Chinese but not in L2 English. Brain and Language 220, pages 104984.
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Ying Zhao & Xinchun Wu. (2021) Impact of visual processing skills on reading ability in Chinese deaf children. Research in Developmental Disabilities 113, pages 103953.
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Xiujie Yang, Jia Zhang, Yaping Lv, Fang Wang, Guosheng Ding, Manli Zhang, Xiangzhi Meng & Yan Song. (2021) Failure of resting-state frontal–occipital connectivity in linking visual perception with reading fluency in Chinese children with developmental dyslexia. NeuroImage 233, pages 117911.
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Li-Chih Wang & Hsien-Ming Yang. (2019) The Roles of Various Forms of Attention in Temporal Processing Deficits in Chinese Children With and Without Dyslexia. Learning Disability Quarterly 43:4, pages 241-253.
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Jue Pan & Dan Lin. (2020) Visuospatial memory uniquely predicts Chinese reading comprehension in Hong Kong typically developing kindergarteners. Reading and Writing 33:9, pages 2205-2221.
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Yingyi Liu & Duo Liu. (2020) Morphological awareness and orthographic awareness link Chinese writing to reading comprehension. Reading and Writing 33:7, pages 1701-1720.
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Zhengye Xu, Li-Chih Wang, Duo Liu, Yimei Chen & Li Tao. (2020) The Moderation Effect of Processing Efficiency on the Relationship Between Visual Working Memory and Chinese Character Recognition. Frontiers in Psychology 11.
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Terry Tin-Yau Wong & Duo Liu. (2020) The association between visual attention and arithmetic competence: The mediating role of enumeration. Journal of Experimental Child Psychology 196, pages 104864.
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Shang Jiang, Xin Jiang & Anna Siyanova-Chanturia. (2020) The processing of multiword expressions in children and adults: An eye-tracking study of Chinese. Applied Psycholinguistics 41:4, pages 901-931.
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Li-Chih Wang, Duo Liu, Kevin Kien-Hoa Chung & Szu-Yin Chu. (2020) The link between auditory temporal processing and knowledge of the phonological coding system in learning to read Chinese. Learning and Individual Differences 80, pages 101883.
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Duo Liu & Xi Chen. (2019) Visual search and reading comprehension in Chinese children: the mediation of word detection skill. Reading and Writing 33:5, pages 1163-1182.
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Jing Zhao, Hanlong Liu, Jiaxiao Li, Haixia Sun, Zhanhong Liu, Jing Gao, Yuan Liu & Chen Huang. (2019) Improving sentence reading performance in Chinese children with developmental dyslexia by training based on visual attention span. Scientific Reports 9:1.
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Chen Huang, Maria Luisa Lorusso, Zheng Luo & Jing Zhao. (2019) Developmental Differences in the Relationship Between Visual Attention Span and Chinese Reading Fluency. Frontiers in Psychology 10.
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Sisi Liu, Li-Chih Wang & Duo Liu. (2019) Auditory, Visual, and Cross-Modal Temporal Processing Skills Among Chinese Children With Developmental Dyslexia. Journal of Learning Disabilities 52:6, pages 431-441.
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Aibao Zhou, Baojun Duan, Menglin Wen, Wenyi Wu, Mei Li, Xiaofeng Ma & Yanggang Tan. (2019) Self-Referential Processing Can Modulate Visual Spatial Attention Deficits in Children With Dyslexia. Frontiers in Psychology 10.
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Charles Perfetti, Kenneth Pugh & Ludo Verhoeven. 2019. Developmental Dyslexia across Languages and Writing Systems. Developmental Dyslexia across Languages and Writing Systems 441 461 .
Andrea Facoetti, Sandro Franceschini & Simone Gori. 2019. Developmental Dyslexia across Languages and Writing Systems. Developmental Dyslexia across Languages and Writing Systems 307 326 .
Xiuhong Tong, Wincy Wing Si Leung & Xiuli Tong. (2019) Visual statistical learning and orthographic awareness in Chinese children with and without developmental dyslexia. Research in Developmental Disabilities 92, pages 103443.
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Li-Chih Wang, Duo Liu & Zhengye Xu. (2019) Distinct effects of visual and auditory temporal processing training on reading and reading-related abilities in Chinese children with dyslexia. Annals of Dyslexia 69:2, pages 166-185.
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Sisi Liu, Li‐Chih Wang & Duo Liu. (2019) Deficits of visual search in Chinese children with dyslexia. Journal of Research in Reading 42:2, pages 454-468.
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Jing ZHAO. (2019) Skills of visual attention span in developmental dyslexia. Advances in Psychological Science 27:1, pages 20.
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Li-Chih Wang, Duo Liu, Ji-Kang Chen & Yen-Chin Wu. (2018) Processing speed of dyslexia: the relationship between temporal processing and rapid naming in Chinese. Reading and Writing 31:7, pages 1645-1668.
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Sisi Liu, Duo Liu, Zhihui Pan & Zhengye Xu. (2018) The association between reading abilities and visual-spatial attention in Hong Kong Chinese children. Dyslexia 24:3, pages 263-275.
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Li-Chih Wang & Kevin Kien Hoa Chung. (2018) Co-morbidities in Chinese children with attention deficit/hyperactivity disorder and reading disabilities. Dyslexia 24:3, pages 276-293.
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Han Suk Bae, R. Malatesha JoshiHye K. Pae. 2018. Writing Systems, Reading Processes, and Cross-Linguistic Influences. Writing Systems, Reading Processes, and Cross-Linguistic Influences 447 458 .
Sylvia Chanda Kalindi, Kevin Kien Hoa Chung, Duo Phil Liu & Li-Chih Angus Wang. 2018. Writing Systems, Reading Processes, and Cross-Linguistic Influences. Writing Systems, Reading Processes, and Cross-Linguistic Influences 99 120 .
Yufei Tan, Xiuhong Tong, Wei Chen, Xuchu Weng, Sheng He & Jing Zhao. (2018) Vernier But Not Grating Acuity Contributes to an Early Stage of Visual Word Processing. Neuroscience Bulletin 34:3, pages 517-526.
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Li-Chih Wang & Hsien-Ming Yang. (2016) Temporal Processing Development in Chinese Primary School–Aged Children With Dyslexia. Journal of Learning Disabilities 51:3, pages 302-312.
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Jing Zhao, Menglian Liu, Hanlong Liu & Chen Huang. (2018) The visual attention span deficit in Chinese children with reading fluency difficulty. Research in Developmental Disabilities 73, pages 76-86.
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涵隆 刘. (2018) The Methods of Reading Fluency Intervention: From Linguistic to Basic Visual Perceptual Levels. Advances in Psychology 08:04, pages 616-625.
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Yu-Lin Cheng. (2017) English Orthographic Learning in Chinese-L1 Young EFL Beginners. Journal of Psycholinguistic Research 46:6, pages 1453-1470.
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Li-Chih Wang. (2017) Effects of Phonological Training on the Reading and Reading-Related Abilities of Hong Kong Children with Dyslexia. Frontiers in Psychology 8.
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Dongbo Zhang. (2017) Multidimensionality of morphological awareness and text comprehension among young Chinese readers in a multilingual context. Learning and Individual Differences 56, pages 13-23.
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Jing Zhao, Rosa K. W. Kwok, Menglian Liu, Hanlong Liu & Chen Huang. (2017) Underlying Skills of Oral and Silent Reading Fluency in Chinese: Perspective of Visual Rapid Processing. Frontiers in Psychology 7.
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Duo Liu, Xi Chen & Ying Wang. (2016) The impact of visual-spatial attention on reading and spelling in Chinese children. Reading and Writing 29:7, pages 1435-1447.
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Simone Gori, Massimo Molteni & Andrea Facoetti. (2016) Visual Illusions: An Interesting Tool to Investigate Developmental Dyslexia and Autism Spectrum Disorder. Frontiers in Human Neuroscience 10.
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Sandro Franceschini, Sara Bertoni, Luca Ronconi, Massimo Molteni, Simone Gori & Andrea Facoetti. (2015) “Shall We Play a Game?”: Improving Reading Through Action Video Games in Developmental Dyslexia. Current Developmental Disorders Reports 2:4, pages 318-329.
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