Abstract
This study explored (1) the relationship between verbal and non-verbal visual attention span measures and (2) the relationship between visual attention span and reading fluency in traditional Chinese, among 101 university students in Hong Kong. The participants’ visual attention span was assessed using verbal measures (i.e., a global report task and a partial report task) and non-verbal measures (i.e., visual 1-back task with Chinese characters and visual 1-back task with symbols). The results of the confirmatory factor analysis indicated that the single latent factor model, composed of the global report task, the partial report task, the visual 1-back task with Chinese characters, and the visual 1-back task with symbols, was a good fit for the data. The results of the regression analysis showed that the global report task significantly predicted traditional Chinese reading fluency. Structural equation modeling revealed a significant predictive relationship between the single latent factor composed of verbal and non-verbal visual attention span measures and traditional Chinese reading fluency. Overall, the results indicate that visual attention span contributes to reading fluency in traditional Chinese.
Highlights
Visual attention span has attracted growing research interest in recent years
For the global report task, the partial report task, and the two Chinese reading fluency tasks, a zero score means that a participant did not provide any correct responses on those measures
This study examines the relationships between different visual attention span measures, including the global report task (Bosse and Valdois, 2003; Bosse et al, 2007), the partial report task (Bosse and Valdois, 2003; Bosse et al, 2007), and the visual 1-back tasks (Zhao et al, 2017, 2018; Banfi et al, 2018)
Summary
Visual attention span has attracted growing research interest in recent years. Studies have shown that visual attention span is a significant predictor of reading ability and difficulty (e.g., Bosse and Valdois, 2003, 2009; Bosse et al, 2007). Visual attention span refers to the number of elements that can be processed in parallel (Bosse and Valdois, 2003; Bosse et al, 2007). According to the multiple-trace memory model of reading (Ans et al, 1998), reading relies on two types of visual word processing procedures: a global procedure and an analytical procedure. The major difference between the two procedures is the kind of visual attention processing involved. The global procedure allows a whole word string to be processed in parallel and makes use of “knowledge about entire words” in reading. The analytical procedure involves the activation and sequential processing of sub-word segments The analytical procedure involves the activation and sequential processing of sub-word segments (Ans et al, 1998, p. 678)
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