ArticleFrontiers in psychology2018
Evaluating the Effects of Metalinguistic and Working Memory Training on Reading Fluency in Chinese and English: A Randomized Controlled Trial.
Article in Frontiers in psychology, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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Who cites it
4 citing papers in PubMed, 19 citations in OpenAlex.
- Bilingualism Enhances Metalinguistic Awareness in Autism: Extending the Two-Dimensional Grammaticality Judgment Task.Autism research : official journal of the International Society for Autism Research · 2026Article
- Spectral and Topological Abnormalities of Resting and Task State EEG in Chinese Children with Developmental Dyslexia.Brain topography · 2025Article
- The influence of cognitive ability in Chinese reading comprehension: can working memory updating change Chinese primary school students' reading comprehension performance?Frontiers in psychology · 2023Article
- Impact of a cognitive stimulation program on the reading comprehension of children in primary education.Frontiers in psychology · 2022Article
Corrections and comments
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Authors and funding
5 authors at 2 institutions in 2 countries.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Children traditionally learn to read Chinese characters by rote, and thus stretching children's memory span could possibly improve their reading in Chinese. Nevertheless, 85% of Chinese characters are semantic-phonetic compounds that contain probabilistic information about meaning and pronunciation. Hence, enhancing children's metalinguistic skills might also facilitate reading in Chinese. In the present study, we tested whether training children's metalinguistic skills or training their working-memory capacity in 8 weeks would produce reading gains, and whether these gains would be similar in Chinese and English. We recruited 35 second graders in Hong Kong and randomly assigned them to a metalinguistic training group (
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