(希望能保证前后翻译的连续性)
The extent to which visual skills and reading ability are associated in Chinese children is likely attributable to at least four factors. First, the age at which children’s visual abilities and reading are assessed is critical in establishing an association between them. Second, the precise visual skills measured may be more or less important, relative to other reading-related abilities, for Chinese character recognition at a given level of development. Third, children’s experience with reading may
contribute to the association between character recognition and visual skills. That is, among children of the same age, different children may have varying experiences with reading. For example, some children are taught to read earlier than others. Such experiences may affect the visual skills-reading process apart from age itself. Fourth, the script, traditional or simplified, may affect this association because of differences in visual features across Chinese orthographies.
The present study was an exploration of the association of three visual skills to Chinese character recognition in two groups of kindergarten children whose reading experiences and scripts differed from one another. We focused both on the importance of visual skills for Chinese character recognition and on how individual-level reading and group level experiences are associated with subsequent visual skills in this 9-month longitudinal study. Below, we first review the importance of age, visual skills, experience with reading, and script in relation to character recognition.