Does long time spending on the electronic devices affect the reading abilities? A cross-sectional study among Chinese school-aged children

He, Zhen; Shao, Shuai; Zhou, Jie; Ke, Juntao; Kong, Rui; Guo, Shengnan; Zhang, Jiajia; Song, Ranran

doi:10.1016/j.ridd.2014.08.037

Cited by 28 publications

(29 citation statements)

References 46 publications

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“…In the introduction of this review, we reported that the amount of time spent playing video games resulted associated with poorer academic performance [66,67]. Moreover, He et al [65] showed that children with DD spend more time than typical readers on computers, instead of studying. Those results could be considered in contradiction with the reading improvement found in children with DD after playing AVG [57•, 100•].…”

Section: Discussionmentioning

confidence: 98%

“…Unfortunately, and unsurprisingly, DD is associated with less literacy-related activities, and children with DD probably feel much more pressed in reading and learning compared with typical readers. This could explain a high tendency in individuals with DD to spend time at computer and watching TV [65]. These behaviours aggravate their reading problems, leading to a vicious circle [65].…”

Section: Introductionmentioning

confidence: 99%

“…This could explain a high tendency in individuals with DD to spend time at computer and watching TV [65]. These behaviours aggravate their reading problems, leading to a vicious circle [65].…”

Section: Introductionmentioning

confidence: 99%

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“Shall We Play a Game?”: Improving Reading Through Action Video Games in Developmental Dyslexia

Franceschini

Bertoni

Ronconi

et al. 2015

Curr Dev Disord Rep

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Impaired linguistic-phonological processing is the most accepted explanation of developmental dyslexia (DD). However, growing literature shows that DD is the result of the combination of several neurocognitive causes. Visual attention and magnocellular-dorsal (MD) pathway deficits are now considered causes of DD. Interestingly, a large portion of literature showed that action video games (AVG) are able to improve attentional and perceptual skills in typical readers. Consequently, employing AVG trainings in individuals with DD could improve attention and perception, resulting in better reading skills. The aim of our review is to show the benefits of the AVG training on DD through the changes in the neurocognitive functions at the basis of learning to read. Since visual attentional and MD dysfunctions can be diagnosed in infancy, our review paves the way for possible early prevention programs that could use AVG training.

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Section: Discussionmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

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“Shall We Play a Game?”: Improving Reading Through Action Video Games in Developmental Dyslexia

Franceschini

Bertoni

Ronconi

et al. 2015

Curr Dev Disord Rep

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“…In total, there were 35,573 valid parent/guardian questionnaires retained for further analysis. Among all the valid data, 5063 participants were from Qianjiang, which were reported in our pervious article1718.…”

Section: Methodsmentioning

confidence: 99%

“…Other possible environmental factors include the language and pre-literacy environments that parents provide to their children16. Our pervious screening study in a middle-size city found that mother’s education level, the time spend on electronic devices, and the literacy-related activity were associated with developmental dyslexia1718. The purpose of this study was to explore potential environment risk factors for dyslexia from another aspect.…”

mentioning

confidence: 99%

Descriptive epidemiology of prenatal and perinatal risk factors in a Chinese population with reading disorder

Liu

Wang

Shao

et al. 2016

Sci Rep

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Several prenatal and perinatal factors have been found to be associated with developmental dyslexia (reading disorder) in alphabetic language. Given the absence of relevant studies of Chinese children, the present study tries to investigate these risk factors. A total of 45,850 students were recruited from grades three to six, from seven cities of Hubei province. Dyslexia in Chinese was diagnosed based on children’s clinical symptoms. The clinical symptoms of children’s reading performance were assessed by Dyslexia Checklist for Chinese Children (DCCC) and Pupil Rating Scale Revised Screening for Learning Disabilities (PRS) which were completed by parent/guardian and header teacher respectively. Chinese language exam was used to screen children with poor reading capacity. Questionnaires about prenatal and perinatal factors were completed by parent or guardian. Among the 34,748 eligible participants, 1,200 (3.45%) were diagnosed with dyslexia in Chinese. More boys suffered from dyslexia than the girls and the gender ratio was 3:1. Family history of neuropsychiatric diseases, maternal infectious diseases, difficult vaginal delivery, preterm birth, and neonatal asphyxia were found to increase the risk of developmental dyslexia in China. Closer longitudinal developmental monitoring and preventive measures should be taken for high risk children.

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Longer Screen Vs. Reading Time is Related to Greater Functional Connections Between the Salience Network and Executive Functions Regions in Children with Reading Difficulties Vs. Typical Readers

Horowitz‐Kraus

DiFrancesco

Greenwood

et al. 2020

Child Psychiatry Hum Dev

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Does long time spending on the electronic devices affect the reading abilities? A cross-sectional study among Chinese school-aged children

Cited by 28 publications

References 46 publications

“Shall We Play a Game?”: Improving Reading Through Action Video Games in Developmental Dyslexia

“Shall We Play a Game?”: Improving Reading Through Action Video Games in Developmental Dyslexia

Descriptive epidemiology of prenatal and perinatal risk factors in a Chinese population with reading disorder

Longer Screen Vs. Reading Time is Related to Greater Functional Connections Between the Salience Network and Executive Functions Regions in Children with Reading Difficulties Vs. Typical Readers

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