A Special Chinese Reading Acceleration Training Paradigm: To Enhance the Reading Fluency and Comprehension of Chinese Children with Reading Disabilities

Dai, Li; Zhang, Chenchen; Liu, Xiangping

doi:10.3389/fpsyg.2016.01937

Cited by 16 publications

(13 citation statements)

References 39 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Although only a small sample of an ordinary school in China was used in this pilot study, the observed rates of students at risk of RD (i.e. 8 and 6% in Grades 1 and 2, respectively, Table 2) however, are in line with the hypothesis that dyslexia could be less prevalent in Mandarin-speaking communities as reported previously (Dai et al, 2016;Liu et al, 2016;Zhao et al, 2016) than in Hong Kong (9.7%) (Chan et al, 2007) where Pinyin is not used in Chinese teaching. In addition to different diagnostic criteria used, differences in education systems and special social settings for learning in Chinese populations could also explain the discrepancy in the reported prevalence of dyslexia.…”

Section: Discussionsupporting

confidence: 86%

“…For example, Confucianism-based motivation leads to preschool education and private trainings (e.g. music, painting) commonly adopted in mainland China, which may virtually act as effective interventions and thus reduce the prevalence of dyslexia often measured at school age (Dai et al, 2016;Pan et al, 2017;McBride et al, 2018). Besides, Pinyin learning could be another hidden intervention since the key cognitive-linguistic skills for learning Chinese (e.g.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Pinyin Is an Effective Proxy for Early Screening for Mandarin-Speaking Children at Risk of Reading Disorders

Zhang

Hatfield

et al. 2020

Front. Psychol.

View full text Add to dashboard Cite

Reading disorders (RD) are common and complex neuropsychological conditions associated with decoding printed words and/or reading comprehension. Early identification of children at risk of RD is critical to allow timely interventions before mental suffering and reading impairment take place. Chinese is a unique medium for studying RD because of extra efforts required in reading acquisition of characters based on meaning rather than phonology. Pinyin, an alphabetic coding system mapping Mandarin sounds to characters, is important to develop oral language skills and a promising candidate for early screening for RD. In this pilot study, we used a cohort of 100 students (50 each in Grades 1 and 2) to derive novel profiles of applying Pinyin to identify early schoolers at risk of RD. Each student had comprehensive reading related measures in two consecutive years, including Pinyin reading and reading comprehension tested in the first and second year, respectively. We showed that Pinyin reading was mainly determined by phonological awareness, was well developed in Grade 1 and the top predictor of reading comprehension (explaining ∼30% of variance, p < 1.0e-05). Further, students who performed poorly in Pinyin reading [e.g. 1 standard deviation (SD) below the average, counting 14% in Grade 1 and 10% in Grade 2], tended to perform poorly in future reading comprehension tests, including all four individuals in Grade 1 (two out of three in Grade 2) who scored 1.5 SDs below the average. Pinyin is therefore an effective proxy for early screening for Mandarin-speaking children at risk of RD.

show abstract

Section: Discussionsupporting

confidence: 86%

Section: Discussionmentioning

confidence: 99%

Pinyin Is an Effective Proxy for Early Screening for Mandarin-Speaking Children at Risk of Reading Disorders

Zhang

Hatfield

et al. 2020

Front. Psychol.

View full text Add to dashboard Cite

show abstract

“… a The term self‐paced refers in the study by Dai et al. (2016) to the procedure by which participants control the pace at which single words appear on the screen through button press. …”

Section: Reading Acceleration Trainingmentioning

confidence: 99%

“…Specifying magnitude and direction of training effects, Table 3 also provides Cohen's d values. Large effect sizes (i.e., Cohen's d > 0.80) indicating better comprehension after RAP training were reported for Chinese readers accomplishing RAP under word‐wise fading conditions (Dai et al., 2016) as well as for English and Hebrew speaking children (Horowitz‐Kraus, Cicchino et al., 2014). Small to medium were effect sizes (i.e., Cohen's d between 0.2 and 0.5) for comprehension improvements after RAP in a subgroup of Spanish children (López‐Escribano, 2016), and for Chinese children accomplishing a character‐wise fading training (Dai et al., 2016).…”

Section: Training Outcomesmentioning

confidence: 99%

Improving reading rates and comprehension? Benefits and limitations of the reading acceleration approach

Korinth

Nagler

2021

Language and Linguist. Compass

View full text Add to dashboard Cite

The reading acceleration phenomenon refers to the effect that experimentally induced time constraints can generate instantaneous improvements of reading rate, accuracy and comprehension among typical and reading impaired readers of different age groups. An overview of studies applying the fading manipulation (i.e., letters are erased in reading direction), which induces the time constraints causing the acceleration phenomenon, is provided in the first part of this review. The second part summarises the outcomes of studies using a training approach called the reading acceleration program (RAP) that integrated core principles of the acceleration phenomenon to generate persistent reading performance improvements. Our review shows ample evidence for the validity of the acceleration phenomenon, since it has been replicated across various languages and populations. However, although there are several explanatory approaches for underlying mechanisms, none of them is well substantiated by empirical evidence so far. Similarly, although generally positive effects of RAP training were reported for several languages and groups of readers, the exact mechanisms causing improved reading rates and comprehension are not well understood. Our critical discussion points out several limitations of RAP that call for further research. However, we also highlight several benefits regarding RAP's potential as an intervention approach for enhancements in reading performance. Video abstract link: https://youtu.be/wO6aEXavk8w

show abstract

“…However, other studies have still identified a strong relationship between phonological processing skills and reading ability for Chinese characters ( Hu and Catts, 1998 ; Ho and Lai, 1999 ; Chan and Siegel, 2001 ; Shu et al, 2008 ; Li et al, 2010 ), and this is possibly attributable to the use of pinyin (romanization of Chinese) ( Shu et al, 2008 ). Studies of Chinese reading and dictation have focused on phonological awareness and phonological naming ( Dai et al, 2016 ). For example, Li et al’s (2010) study showed that phonological awareness and rapid number naming were consistently associated with Chinese character reading among kindergarteners and primary school students.…”

Section: Introductionmentioning

confidence: 99%

Influence of Grapheme and Syllable Learning on Handwriting Output of Chinese Characters in Children With Dictation Difficulties

Yaqian

Liu

2018

Front. Psychol.

Self Cite

View full text Add to dashboard Cite

Studies on Chinese dictation difficulties have focused on visual processing and phonological processing. In recent decades, attention has shifted to the ability to bind visual and auditory information. However, such studies are scarce and rarely focus on how this ability influences children’s learning and writing of Chinese characters. In this study, a group of children with Chinese dictation difficulties and a control group without such difficulties were instructed to learn rarely used Chinese characters under three learning modes: grapheme learning, syllable learning, and grapheme-syllable learning. Participants’ learning time and writing accuracy were recorded under each learning mode. Findings showed that under the grapheme learning mode, learning time and writing accuracy failed to differ significantly between the two groups. However, under the grapheme-syllable learning mode, the writing accuracy of children with dictation difficulties was significantly lower than controls. These findings, taken together, suggested that for children with dictation difficulties, learning graphemes and syllables at the same time did not improve their writing performance as much as the controls. Under the syllable learning mode, learning time and writing accuracy failed to differ significantly between the two groups. The findings contributed to a better understanding of the Chinese dictation difficulties.

show abstract

A Special Chinese Reading Acceleration Training Paradigm: To Enhance the Reading Fluency and Comprehension of Chinese Children with Reading Disabilities

Cited by 16 publications

References 39 publications

Pinyin Is an Effective Proxy for Early Screening for Mandarin-Speaking Children at Risk of Reading Disorders

Pinyin Is an Effective Proxy for Early Screening for Mandarin-Speaking Children at Risk of Reading Disorders

Improving reading rates and comprehension? Benefits and limitations of the reading acceleration approach

Influence of Grapheme and Syllable Learning on Handwriting Output of Chinese Characters in Children With Dictation Difficulties

Contact Info

Product

Resources

About