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Direct linkSmail Layes; Sana Tibi; Marjolaine Cohen; Linda Lombardino – Learning Disability Quarterly, 2024
This study examined the relationships between word reading and rapid automatized naming (RAN) for objects and letters in Arabic-speaking children with and without dyslexia to determine potential modulating effects of color on naming by comparing children's performance on color and black-white RAN plates. Participants were 114 Arabic-speaking third…
Descriptors: Naming, Reading Skills, Arabic, Grade 3
Liu, Sisi; Liu, Duo – Scientific Studies of Reading, 2020
This study examined whether visual-spatial attention could predict Chinese reading achievement longitudinally beyond some well-established reading precursors. A total of 257 second- and third-grade Hong Kong Chinese-speaking children participated in the study. Visual-spatial attention was measured by visual search tasks, which assessed the skills…
Descriptors: Foreign Countries, Visual Perception, Spatial Ability, Predictor Variables
Chen, Nga Ting; Zheng, Mo; Ho, Connie Suk-Han – Reading and Writing: An Interdisciplinary Journal, 2019
The present study examines the visual attention span deficit hypothesis in Chinese developmental dyslexia. Twenty-five Cantonese-speaking Chinese dyslexic children (DD group) were compared with 25 chronological-age-matched (CA) controls and another 25 reading-level-matched (RL) controls on their performance in visual attention span, reading, and…
Descriptors: Dyslexia, Visual Perception, Attention Span, Reading Skills
McClain-Pace, Erin Marie – ProQuest LLC, 2012
Interest in students who exhibit characteristics with difficulties in learning can be traced as far back as 1800. In order to better understand the complexities and causes of learning disabilities, many researchers (Bannatyne, 1968, 1974; Rugal, 1974) have investigated ways to better identify learners who struggle with academics. A strong argument…
Descriptors: Cognitive Processes, Cognitive Ability, Comprehension, Long Term Memory
