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Visual Spatial Skill: A Consequence of Learning to Read?

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Title: Visual Spatial Skill: A Consequence of Learning to Read?
Language: English
Authors: McBride-Chang, Catherine, Zhou, Yanling, Cho, Jeung-Ryeul, Aram, Dorit, Levin, Iris, Tolchinsky, Liliana
Source: Journal of Experimental Child Psychology. Jun 2011 109(2):256-262.
Availability: Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Peer Reviewed: Y
Page Count: 7
Publication Date: 2011
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Kindergarten
Descriptors: Learning Processes, Foreign Countries, Spatial Ability, Skill Development, Task Analysis, Visual Stimuli, Reading Ability, Scoring, Kindergarten, Young Children, Time Factors (Learning), Predictor Variables, Experimental Psychology, Child Psychology
Geographic Terms: Hong Kong, Israel, South Korea, Spain
DOI: 10.1016/j.jecp.2010.12.003
ISSN: 0022-0965
Abstract: Does learning to read influence one's visual skill? In Study 1, kindergartners from Hong Kong, Korea, Israel, and Spain were tested on word reading and a task of visual spatial skill. Chinese and Korean kindergartners significantly outperformed Israeli and Spanish readers on the visual task. Moreover, in all cultures except Korea, good readers scored significantly higher on the visual task than did less good readers. In Study 2, we followed 215 Hong Kong Chinese kindergartners across 1 year, with word reading and visual skills tested twice. In this study, word reading at Time 1 by itself predicted 13% of unique variance in visual skill at Time 2. Together, these results underscore the potential importance of the process of learning to read for shaping one's visual spatial skill development. (Contains 1 figure.)
Abstractor: As Provided
Entry Date: 2011
Accession Number: EJ916945
Database: ERIC
FullText Text:
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  Data: Visual Spatial Skill: A Consequence of Learning to Read?
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  Data: Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
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  Data: Does learning to read influence one's visual skill? In Study 1, kindergartners from Hong Kong, Korea, Israel, and Spain were tested on word reading and a task of visual spatial skill. Chinese and Korean kindergartners significantly outperformed Israeli and Spanish readers on the visual task. Moreover, in all cultures except Korea, good readers scored significantly higher on the visual task than did less good readers. In Study 2, we followed 215 Hong Kong Chinese kindergartners across 1 year, with word reading and visual skills tested twice. In this study, word reading at Time 1 by itself predicted 13% of unique variance in visual skill at Time 2. Together, these results underscore the potential importance of the process of learning to read for shaping one's visual spatial skill development. (Contains 1 figure.)
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  Data: 2011
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  Data: EJ916945
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