Project Details

Distinct Effects of Visual and Auditory Temporal Processing Training to Reading-related Abilities and Reading of Chinese Children with Dyslexia

Therefore, to further examine the temporal processing deficit hypothesis of Chinese children with dyslexia, the causality between temporal processing and reading will be examined in this project. A total of 75 Chinese children with dyslexia from third- to sixth grades are expected to be recruited from Taiwan, and they will be divided into three groups by matching their ages, IQ, and gender. One of them (N=25) will receive an auditory temporal processing training for six times with 40 minutes per time, two times per week. Also, another one of them (N=25) will receive visual temporal processing training with identical intensity with auditory temporal processing training group. Finally, the last one of them (N=25) will receive no specific training during this period of time. The participants will be tested on a number of cognitive and literacy tests, including standardized tests and self-developed tasks. The outcome of this project can not only enhance our knowledge of the temporal processing deficit hypothesis on different modalities in Chinese but also possibly transferring to the practical use in the classroom.

Commencement Date : 2016/11
Completion Date : 2017/9
Chief Investigator(s) : WANG LI-CHIH 王立志 #
Co-Investigator(s) : Dr LIU, Duo 劉鐸 [SEC]
Keyword(s) : dyslexia   auditory temporal processing training   visual temporal processing training  

#Investigator who had served in EdUHK

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