Visual spatial skill: A consequence of learning to read?

Catherine McBride-Chang; Yanling Zhou; Jeung Ryeul Cho; Dorit Aram; Iris Levin; Liliana Tolchinsky

doi:10.1016/j.jecp.2010.12.003

Visual spatial skill: A consequence of learning to read?

Catherine McBride-Chang
, Yanling Zhou
, Jeung Ryeul Cho
, Dorit Aram
, Iris Levin
, Liliana Tolchinsky

School of Education

Tel Aviv University

Research output: Contribution to journal › Article › peer-review

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.

Original language	English
Pages (from-to)	256-262
Number of pages	7
Journal	Journal of Experimental Child Psychology
Volume	109
Issue number	2
DOIs	https://doi.org/10.1016/j.jecp.2010.12.003
State	Published - Jun 2011

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

Keywords

Chinese
Cross-cultural
Hebrew
Orthography
Spanish
Visual skill
Word reading

ASJC Scopus subject areas

Experimental and Cognitive Psychology
Developmental and Educational Psychology

Access to Document

10.1016/j.jecp.2010.12.003

Cite this

@article{073be014302141048bb054f5e6c6ee86,

title = "Visual spatial skill: A consequence of learning to read?",

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.",

keywords = "Chinese, Cross-cultural, Hebrew, Orthography, Spanish, Visual skill, Word reading",

author = "Catherine McBride-Chang and Yanling Zhou and Cho, \{Jeung Ryeul\} and Dorit Aram and Iris Levin and Liliana Tolchinsky",

note = "Funding Information: Thanks go to all participating children. We also gratefully acknowledge funding for this study from RGC Grant 448608 .",

year = "2011",

month = jun,

doi = "10.1016/j.jecp.2010.12.003",

language = "English",

volume = "109",

pages = "256--262",

number = "2",

}

TY - JOUR

T1 - Visual spatial skill

T2 - A consequence of learning to read?

AU - McBride-Chang, Catherine

AU - Zhou, Yanling

AU - Cho, Jeung Ryeul

AU - Aram, Dorit

AU - Levin, Iris

AU - Tolchinsky, Liliana

N1 - Funding Information: Thanks go to all participating children. We also gratefully acknowledge funding for this study from RGC Grant 448608 .

PY - 2011/6

Y1 - 2011/6

N2 - 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.

AB - 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.

KW - Chinese

KW - Cross-cultural

KW - Hebrew

KW - Orthography

KW - Spanish

KW - Visual skill

KW - Word reading

UR - https://www.scopus.com/pages/publications/79952316293

U2 - 10.1016/j.jecp.2010.12.003

DO - 10.1016/j.jecp.2010.12.003

M3 - Article

SN - 0022-0965

VL - 109

SP - 256

EP - 262

JO - Journal of Experimental Child Psychology

JF - Journal of Experimental Child Psychology

IS - 2

ER -

Visual spatial skill: A consequence of learning to read?

Abstract

UN SDGs

Keywords

ASJC Scopus subject areas

Access to Document

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