The Beautiful and the Ugly: Reading Ability Modulates Word Spacing Effects in Chinese Children

Autor/inn/en	Lin, Yu-Cheng; Lin, Pei-Ying
Titel	The Beautiful and the Ugly: Reading Ability Modulates Word Spacing Effects in Chinese Children
Quelle	In: Journal of Experimental Education, 85 (2017) 3, S.501-512 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lin, Pei-Ying)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0973
DOI	10.1080/00220973.2016.1252999
Schlagwörter	Mandarin Chinese; Reading Ability; Layout (Publications); Reading Difficulties; Reading Rate; Native Speakers; Reading Tests; Individual Differences; Reading Processes; Foreign Countries; Elementary School Students; Grade 5; Statistical Analysis; Pretests Posttests; Reading Comprehension; Scores; Taiwan + Suchen Sie Ihr Suchwort? Reading competence; Lesekompetenz; Textgestaltung; Reading difficulty; Leseschwierigkeit; Reading readiness; Reading speed; Lesegeschwindigkeit; Muttersprachler; Lesetest; Individueller Unterschied; Leseprozess; Ausland; School year 05; 5. Schuljahr; Schuljahr 05; Statistische Analyse; Leseverstehen
Abstract	There are no salient word spaces in Mandarin Chinese. Thus, it is unclear whether word spacing information differentially affects the reading speed of children with and without reading difficulties (RD). In the present study, native Chinese-speaking children of differential reading abilities were tested with Chinese text in un-spaced versus spaced versions at different time points during training. The results indicated that spaced texts slow down reading speeds in children without RD. In contrast, spaced texts improved reading speeds in children with reading difficulties after some training took place. These findings suggest that the effect of word spacing information on Chinese reading might vary as a function of individual differences in reading abilities. We argue that children with RD can accommodate to the spaced text better than children without RD and that they can take advantage of using bottom-up spacing information to segment and recognize words in text. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01