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Motor-Reduced Visual Perception and Visual‐Motor Integration of Chinese-Speaking Children With Dyslexia

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Visual perception appears to play an important role in Chinese reading development, and may be a factor limiting successful logographic reading acquisition for Chinese-speaking children with dyslexia. The aim of this study was to comprehensively profile visual perception, inclusive of motor-reduced visual perception (MRVP) and visual-motor integration (VMI), of Chinese-speaking children with a diagnosis of dyslexia residing in Hong Kong. Seventeen Chinese-speaking children with dyslexia participated in the study by completing the eight subtests from the Developmental Test of Visual Perception 2nd Edition (DTVP-2). These results suggest that Chinese-speaking and English-speaking children may require different levels of MRVP and VMI to achieve reading success in their respective written languages, and that strong visual perception may play a critical role in Chinese reading development.
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Keywords: Chinese dyslexic children; motor-reduced visual perception; visual perception abilities; visual‐motor integration

Document Type: Research Article

Publication date: May 1, 2019

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  • Curriculum and Teaching is a bi-annual, refereed, international journal publishing original research. It uses a balanced and comparative perspective to consider curriculum design and development, evaluation, curriculum models, comparative studies in curriculum, innovation and policy, planning, and educational administration.
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