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Describing Taiwanese poor readers of...

Lu, Wen-Hui.

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Describing Taiwanese poor readers of Chinese: Phonological processing, orthographic knowledge, working memory capacity, and visual processing.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Describing Taiwanese poor readers of Chinese: Phonological processing, orthographic knowledge, working memory capacity, and visual processing./
作者:	Lu, Wen-Hui.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1994,
面頁冊數:	220 p.
附註:	Source: Dissertation Abstracts International, Volume: 55-12, Section: A, page: 3797.
Contained By:	Dissertation Abstracts International55-12A.
標題:	Reading instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9513595

Describing Taiwanese poor readers of Chinese: Phonological processing, orthographic knowledge, working memory capacity, and visual processing.
Lu, Wen-Hui.

Describing Taiwanese poor readers of Chinese: Phonological processing, orthographic knowledge, working memory capacity, and visual processing. - Ann Arbor : ProQuest Dissertations & Theses, 1994 - 220 p.

Source: Dissertation Abstracts International, Volume: 55-12, Section: A, page: 3797.

Thesis (Ph.D.)--The University of Iowa, 1994.

Poor reading ability refers to low reading achievement caused by factors other than lack of opportunity to learn. Factors such as phonological processing, visual processing, orthographic processing, and working memory have been well investigated in English reading disability. In this study, the relationships between these factors and Chinese reading disability were investigated.Subjects--Topical Terms:

2122756
Reading instruction.

Describing Taiwanese poor readers of Chinese: Phonological processing, orthographic knowledge, working memory capacity, and visual processing.
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245 1 0 $a Describing Taiwanese poor readers of Chinese: Phonological processing, orthographic knowledge, working memory capacity, and visual processing.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 1994
300 $a 220 p.
500 $a Source: Dissertation Abstracts International, Volume: 55-12, Section: A, page: 3797.
500 $a Supervisor: Nancy E. Jackson.
502 $a Thesis (Ph.D.)--The University of Iowa, 1994.
520 $a Poor reading ability refers to low reading achievement caused by factors other than lack of opportunity to learn. Factors such as phonological processing, visual processing, orthographic processing, and working memory have been well investigated in English reading disability. In this study, the relationships between these factors and Chinese reading disability were investigated.
520 $a The central study consisted of a group-test and an individual-test session. A total of 124 fifth-grade poor readers and 123 fifth-grade average readers from three schools, all nominated by their classroom teachers participated in the group test session. Among these children, 64 poor readers and 68 average readers completed both test sessions. Tests of reading comprehension and orthographic knowledge were given in the group test sessions. Tests of word identification, phonological processing and working memory were given in individual test session. Test of visual processing were given only to children in the third school in the individual session.
520 $a Results showed that within each school, poor readers performed significantly more poorly on phonological processing and working memory capacity, even after controlling for the effect of nonverbal general intelligence, measured by SPM. Differences in orthographic knowledge tended to be smaller, or nonsignificant. The results indicated that, in contrast to Woo & Hoosain's (1984; Visual and auditory functions of Chinese dyslexics. Psychologia, 27, pp. 164-170) conclusion, phonological processing is related to Chinese reading disability. Cluster analysis was used for grouping the participants. The result of this analysis showed that the 132 participants could be grouped into three types of readers: average to good readers, poor to average readers, and disabled readers. There were significant group differences on phonological processing tasks, and small differences on orthographic tasks. A deficit in phonological processing, which is related to working memory capacity, is related to Chinese reading difficulties in Taiwanese fifth graders. This finding is consistent with some other recent research (So & Siegel, 1993, Learning to Read Chinese: Semantic, Syntatic, Phonological, and Short-Term Memory Skills in Normal Achieving and Poor Chinese Readers. Unpublished manuscript), but contrast with some earlier conclusion about the cognitive correlates of Chinese reading ability. Several possible reasons for this association are discussed.
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