The impact of early picture book interaction experience on Chinese character reading of children with Dyslexia: The perspective of visual temporal processing

Abstract

The present study investigated the moderation effect of visual temporal processing among the relationship between early picture book interaction experience and Chinese character reading of Chinese children with and without dyslexia. In total 118 Chinese children aged 8 to 10 years old were recruited from Taiwan. Half of them were typical learners, while the other half were identified as having dyslexia. We found children with typically developing showed significantly higher levels of early picture book interaction experience and visual temporal processing compared to those with dyslexia. Also, two groups of participants showed distinct profiles of visual temporal processing, early picture book interaction experience, and Chinese character reading. For typically developing students, visual temporal processing significantly contributed to Chinese character reading. In contrast, for students with dyslexia, the interaction between visual temporal processing and early picture book interaction experience was a significant predictor, and early picture book interaction experience’s significant contribution to Chinese character reading was only found for those who had better visual temporal processing.