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Conference Paper: Repeated oral reading intervention as a window onto rapid automatized naming and word reading fluency in Chinese and English
| Title | Repeated oral reading intervention as a window onto rapid automatized naming and word reading fluency in Chinese and English |
|---|---|
| Authors | |
| Issue Date | 2016 |
| Citation | The 31st International Congress of Psychology (ICP 2016), Yokohama, Japan, 24-29 July 2016. How to Cite? |
| Abstract | Rapid automatized naming (RAN) correlates with word reading performance robustly across languages. This study examined whether repeatedly reading aloud a rich variety of written symbols can improve both RAN and word reading performance in Chinese and English. Fifty-nine Grade 2 Hong Kong Chinese children were randomly assigned to: either computer-based training on repeated oral reading of digits, alphabetical letters, Chinese characters, and English words, without corrective feedback (experimental group), or online arithmetic games (control group). Reading-aloud training conducted twice a week for 7 weeks significantly improved word reading fluency in both Chinese and English, in contrast to the control group. The experimental group and control group did not differ significantly for improvement in RAN and word reading accuracy. Our results showed that word reading fluency can be enhanced without accompanying advancement in RAN - pointing to relative independence of the underlying mechanisms for RAN and word reading fluency. |
| Persistent Identifier | http://hdl.handle.net/10722/227618 |
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | Shum, KMK | - |
| dc.contributor.author | Au, TKF | - |
| dc.date.accessioned | 2016-07-18T09:11:50Z | - |
| dc.date.available | 2016-07-18T09:11:50Z | - |
| dc.date.issued | 2016 | - |
| dc.identifier.citation | The 31st International Congress of Psychology (ICP 2016), Yokohama, Japan, 24-29 July 2016. | - |
| dc.identifier.uri | http://hdl.handle.net/10722/227618 | - |
| dc.description.abstract | Rapid automatized naming (RAN) correlates with word reading performance robustly across languages. This study examined whether repeatedly reading aloud a rich variety of written symbols can improve both RAN and word reading performance in Chinese and English. Fifty-nine Grade 2 Hong Kong Chinese children were randomly assigned to: either computer-based training on repeated oral reading of digits, alphabetical letters, Chinese characters, and English words, without corrective feedback (experimental group), or online arithmetic games (control group). Reading-aloud training conducted twice a week for 7 weeks significantly improved word reading fluency in both Chinese and English, in contrast to the control group. The experimental group and control group did not differ significantly for improvement in RAN and word reading accuracy. Our results showed that word reading fluency can be enhanced without accompanying advancement in RAN - pointing to relative independence of the underlying mechanisms for RAN and word reading fluency. | - |
| dc.language | eng | - |
| dc.relation.ispartof | International Congress of Psychology, ICP 2016 | - |
| dc.title | Repeated oral reading intervention as a window onto rapid automatized naming and word reading fluency in Chinese and English | - |
| dc.type | Conference_Paper | - |
| dc.identifier.email | Shum, KMK: kkmshum@hku.hk | - |
| dc.identifier.email | Au, TKF: terryau@hku.hk | - |
| dc.identifier.authority | Shum, KMK=rp02117 | - |
| dc.identifier.authority | Au, TKF=rp00580 | - |
| dc.identifier.hkuros | 259153 | - |