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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 4 of 4 1 Relationships between test anxiety and metacognition in Chinese young adults with and without specific learning disabilities [<Journal>] Wang, Li-Chih [Verfasser]; Li, Xiaomin [Verfasser]; Chung, Kevin Kien Hoa [Verfasser] DNB Subject Category Language Show details 2 Distinct effects of visual and auditory temporal processing training on reading and reading-related abilities in Chinese children with dyslexia [<Journal>] Wang, Li-Chih [Verfasser]; Liu, Duo [Verfasser]; Xu, Zhengye [Verfasser] DNB Subject Category Language Show details 3 Processing speed of dyslexia: the relationship between temporal processing and rapid naming in Chinese [<Journal>] Wang, Li-Chih [Verfasser]; Liu, Duo [Sonstige]; Chen, Ji-Kang [Sonstige]. DNB Subject Category Language Show details 4 Effects of Phonological Training on the Reading and Reading-Related Abilities of Hong Kong Children with Dyslexia Wang, Li-Chih. - : Frontiers Media S.A., 2017 Abstract: This study aimed to investigate phonological awareness training by examining outcomes among Chinese children who learn Chinese without phonetic system training. Fifty-six Hong Kong children from the 3rd to 6th grades were recruited. Two-thirds of the children had been officially identified as dyslexic by the local government, and the remainder were considered high risk for dyslexia. The children were divided equally into a control group and an experimental group, with the groups matched as closely as possible by age and gender. Children in the experimental group were trained by onset-rime-level phonological training. The training lasted ~3 weeks, with 15 daily sessions lasting ~20 min each. Our results indicated that children in the experimental group made significant improvements in Chinese character reading, onset awareness, rime awareness, and rapid naming after training. The association between phonological awareness and Chinese character reading, especially the association between rime awareness and Chinese character reading, also changed after training. The benefits of phonological awareness training were more obvious for children younger than 10 years old. The results of the present study can be extended to provide another approach to Chinese learning for children suffering from reading difficulties who are not responding to the usual approach in their region. Keyword: Psychology URL: http://www.ncbi.nlm.nih.gov/pubmed/29163285 https://doi.org/10.3389/fpsyg.2017.01904 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5671595/ BASE Hide details

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