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Yeung Pui-sze Ho Connie Suk-han Chan David Wai-ock Chung Kevin Kien-hoa 《Reading and writing》2020,33(2):427-449
Reading and Writing - This study examined the relationships between writing motivation and written composition performance in Chinese among 388 Chinese children in Grades 3 to 5 in accordance with... 相似文献
128.
How does morphosyntactic skill contribute to different genres of Chinese writing from grades 3 to 6?
Connie Qun Guan Jianrong Zhao Rosa Kit Wan Kwok Ye Wang 《Journal of Research in Reading》2019,42(2):239-267
This 4‐year longitudinal study examined the extent to which morphological awareness, syntactic processing, working memory (WM) and reading skills predict unique variances developmentally in three genres of Chinese writing (narration, argumentation and exposition) among 246 young Mandarin‐speaking children. Hierarchical regression analyses were conducted using the writing performance of three genres at the fourth year as the dependent variables. After controlling for reading skills and WM, morphological awareness was uniquely associated with all three types of writing genres longitudinally, while syntactic processing made a significant longitudinal contribution to narrative and argumentative writing during the earlier years. With the autoregressive effect of writing controlled, WM was uniquely associated with narrative writings across all four years, and with argumentative and expository writing in the later years. Reading skills were uniquely related to concurrent narrative and expository writing. 相似文献
129.
This study compares the ability of nonretarded autistic children (9-16 years of age) with the ability of normally developing children (9-14 years of age) to discriminate between various emotional states, to take the perspective of another regarding emotional states, and to respond affectively. The children's understanding of conservation was also assessed. While the children with autism did surprisingly well on the empathy-related measures, they performed less well than the normal children on these measures and on conservation. There was a closer association between cognitive abilities and affective understanding in the group of autistic children than in the control group. 相似文献
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David?W.?ChanEmail author Connie?Suk-Han?Ho Suk-Man?Tsang Suk-Han?Lee Kevin?K.?H.?Chung 《Annals of dyslexia》2003,53(1):300-323
Primary school teachers rated the frequency of occurrence of 65 reading-related behavioral characteristics of Grade 1 to Grade
6 Chinese school children in Hong Kong. An item factor analysis based on ratings on 554 students yielded two major dimensions
of behavioral characteristics on reading and writing problems, and sequencing and spatial difficulties. In predicting the
literacy and cognitive skills of a separate sample of 184 school children, gender, age, and the two empirical scales developed
on the basis of factor analysis were used as predictors in regression analyses. The findings indicated that reading and writing
problems emerged as the most predominant predictor of various literacy and cognitive deficits. The two mean scores of behavioral
characteristics for children with dyslexia were significantly elevated as compared with those for children without dyslexia.
Implications of the findings for screening dyslexia and predicting specific cognitive deficits using classroom-based behavior
checklists are discussed. 相似文献