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postgraduate thesis: Understanding the relationship between rapid automatized naming and reading in Chinese

TitleUnderstanding the relationship between rapid automatized naming and reading in Chinese
Authors
Issue Date2014
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
Citation
Li, W. M. [李穎昕]. (2014). Understanding the relationship between rapid automatized naming and reading in Chinese. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5394302
AbstractThis study aimed to investigate the relationship between rapid automatized naming (RAN) and reading in Chinese through manipulating four processes involved in RAN’s production: access and retrieval, articulation, naming and serial processing, as well as the developmental pattern of this relationship. A total of 126 Hong Kong children with 42 in Grade 1, 41 in Grade 3 and 43 in Grade 5 were assessed on both the digit and picture versions of Discrete RAN, Continuous RAN, Yes/No Naming and Cancellation tasks, in addition to Raven’s Standard Progressive Matrices, Chinese word and text reading fluency. The results of the regression analyses suggested serial processing and articulation were core component processes that underlied the RAN-reading relationship in Chinese across all three grades, while naming, i.e. the oral production of names of stimuli, was found to be a significant underlying process in Grades 1 and 3 only. Comparison between the present findings and those of a past research on an alphabetic language, i.e. Greek, indicated serial processing and naming were common component processes of their RAN-reading relationships, while the role of articulation was only significant in Chinese. Implications for developing visual scanning and articulation training for Chinese poor readers were suggested.
DegreeMaster of Social Sciences
SubjectReading - Ability testing
Oral reading
Dept/ProgramEducational Psychology
Persistent Identifierhttp://hdl.handle.net/10722/209658

 

DC FieldValueLanguage
dc.contributor.authorLi, Wing-yan, Michelle-
dc.contributor.author李穎昕-
dc.date.accessioned2015-05-12T23:13:36Z-
dc.date.available2015-05-12T23:13:36Z-
dc.date.issued2014-
dc.identifier.citationLi, W. M. [李穎昕]. (2014). Understanding the relationship between rapid automatized naming and reading in Chinese. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5394302-
dc.identifier.urihttp://hdl.handle.net/10722/209658-
dc.description.abstractThis study aimed to investigate the relationship between rapid automatized naming (RAN) and reading in Chinese through manipulating four processes involved in RAN’s production: access and retrieval, articulation, naming and serial processing, as well as the developmental pattern of this relationship. A total of 126 Hong Kong children with 42 in Grade 1, 41 in Grade 3 and 43 in Grade 5 were assessed on both the digit and picture versions of Discrete RAN, Continuous RAN, Yes/No Naming and Cancellation tasks, in addition to Raven’s Standard Progressive Matrices, Chinese word and text reading fluency. The results of the regression analyses suggested serial processing and articulation were core component processes that underlied the RAN-reading relationship in Chinese across all three grades, while naming, i.e. the oral production of names of stimuli, was found to be a significant underlying process in Grades 1 and 3 only. Comparison between the present findings and those of a past research on an alphabetic language, i.e. Greek, indicated serial processing and naming were common component processes of their RAN-reading relationships, while the role of articulation was only significant in Chinese. Implications for developing visual scanning and articulation training for Chinese poor readers were suggested.-
dc.languageeng-
dc.publisherThe University of Hong Kong (Pokfulam, Hong Kong)-
dc.relation.ispartofHKU Theses Online (HKUTO)-
dc.rightsThe author retains all proprietary rights, (such as patent rights) and the right to use in future works.-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subject.lcshReading - Ability testing-
dc.subject.lcshOral reading-
dc.titleUnderstanding the relationship between rapid automatized naming and reading in Chinese-
dc.typePG_Thesis-
dc.identifier.hkulb5394302-
dc.description.thesisnameMaster of Social Sciences-
dc.description.thesislevelMaster-
dc.description.thesisdisciplineEducational Psychology-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.5353/th_b5394302-

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