The Relationship Between The Development Of Overall Motor Perception And Chinese Reading In School-age Childre

Reading processing starts from basic visual analysis.Global motion perception has basic visual characteristics and is an important aspect of visual motion perception.A large number of studies have proved that global motion perception may affect reading processing.Comparing with the processing of alphabetical characters,Chinese characters on the one hand have no clear Shape-sound corresponding rules,on the other hand is also affected by the shape when in semantic access,which may be more dependent on visual perception processing.The global motion perception continues to develop in one’s childhood.Especially,the primary school stage is a period of fast development of children in reading.Therefore,it is particularly important to observe and study the relationship between the global motion perception of children in primary school and reading.Although there is a large amount of research data on the relationship between global motion perception and reading,researchers still haven’t reached an agreement on whether global motion perception affects children’s reading ability.One of the reasons for the divergence of the results may come from the lack of consideration of the separation of fast and slow global motion perception processing systems.What’s more,further discussion on the difference in the contribution of children’s fast and slow global motion perception to reading is needed.In addition,previous studies have not paid attention to the relationship between fast and slow global motion perception and reading,and the research objects are mostly dyslexic students rather than normal children with low reading ability.From this perspective,the contribution of fast and slow global motion perception of normal children with low reading ability in Chinese reading is also worth studying.Therefore,three series of studies are designed to explore the relationship between children’s global motion perception and reading by combining testing and experimental methods.Study 1 discussed the trend of changes in grade growth of children’s fast and slow global motion perception based on the data of samples from grade one to grade six and college students,which includes two sub studies.Sub study 1a examined the development of fast motion perception and slow motion perception in 192 children from grade one to grade six.The results showed that under the condition of slow motion perception,the children’s motion coherence threshold decreased with the increase of grade,and the difference between the third and fourth grades was significant;Under the fast motion perception condition,children’s motion coherence threshold also decreases with the increasing in grade,and there was a significant difference between grade one and grade two,and the slope of slow global motion perception development was greater than that of fast global motion perception.This result supports that the sensitive periods of children’s fast and slow global motion perception are different,and the slow global motion perception develops more fastly,suggesting that the fast and slow global motion perception has been separated in childhood.Sub study 1b examined the differences between 30 sixth graders and 30 college students in their perception of fast and slow global motion.The results showed that children’s coherence thresholds of fast and slow motion were significantly lower than those of college students,and the ratio of coherence thresholds of slow motion to that of college students was greater than that of fast motion.The results support that the fast and slow global motion perception of children in grade six is not mature,the maturity stages of fast and slow global motion perception are different,and the slow global motion perception develops later,suggesting that children have different processing systems of fast and slow global motion perception.Based on study 1,study 2 explored the correlation between fast and slow global motion perception and Chinese reading of 188 children in different grades.It includes 2 sub studies.Sub study 2a examined the correlation between fast and slow global motion perception and metalinguistic awareness(phonological awareness,orthographic awareness,homograph morphological awareness,compound morphological awareness)of children in different grades.The results showed that the coherence threshold of slow motion in first graders was related to orthographic awareness and could explain orthographic variation;Second-graders’ perception of slow global motion perception is related to homograph morphological awareness,which can explain the variation of morphological awareness;The coherence threshold of slow and fast movement of third graders is related to phonological awareness,but only the coherence threshold of fast motion perception can explain the variation of phonological awareness.The results support that comparing with children from different grades,the relationship between fast and slow global motion perception and metalinguistic awareness is different.In the same grade,the correlation between fast and slow global motion perception and metalinguistic awareness is different;The correlation between fast and slow motion perception and metalinguistic awareness is different in different grades.It is suggested that there may be two processing systems of fast and slow motion perception in children’s global motion perception.Sub study 2b examined the correlation between fast and slow global motion perception and reading ability(word fluency,sentence comprehension,text reading comprehension)of children in different grades.The results showed that the coherence coherence threshold of slow motion of first graders was related to sentence comprehension,but could not explain the variation of sentence comprehension;The motion coherence threshold of fast movement of third graders is related to the ability of text reading comprehension,which can explain the variation of text reading comprehension.The results support that the relationship between fast and slow motion perception and reading ability is different in children of different grades.In the same grade,the correlation between fast and slow global motion perception and reading ability of children is different,too;The correlation between fast and slow speed motion perception and reading ability is also different in different grades.It is suggested that there may be two processing systems of fast and slow speed motion perception in children’s global motion perception.In addition,further comparison was made between the two sub studies of children’s fast and slow global motion perception to explain the variation of each sub component of metalinguistic awareness and reading ability.The results showed that the third-graders’ fast global motion perception had the most obvious explanation to text reading comprehension ability,which suggests that third-graders’ fast global motion perception was most closely related to text reading comprehension ability.On the basis of study 1 and study 2,study 3 selected normal children with low reading comprehension ability in grade 3 as subjects to investigate the relationship between their fast and slow global motion perception and text reading comprehension.It includes 2 sub studies.Sub study 3a examined the correlation between fast and slow global motion perception and text reading comprehension ability of children with low reading comprehension ability.30 children with low reading comprehension ability were selected from 120 third-graders according to the extreme value.The results showed that the fast global motion perception coherence threshold and the slow global motion perception coherence threshold of the third-graders with low reading comprehension ability were both related to text reading comprehension ability.But only the slow global motion perception coherence threshold can explain the variation of text reading comprehension.This result supports that slow global motion perception o is related to the text reading comprehension ability of normal third-graders with low reading comprehension ability,suggesting that the general slow motion perception of normal children with low reading comprehension ability of third-graders is more closely related to their text reading comprehension ability.Sub study 3b investigated the relationship between fast and slow global motion perception and reading comprehension of children with low reading comprehension ability.30 children with low reading comprehension ability were randomly divided into three groups: fast global motion perception training group,slow global motion training group and general visual perception training group,to investigate the relationship between fast and slow global motion perception and text reading comprehension of normal children with low reading comprehension after fast perception training and slow perception training.The results showed that slow global motion perception training could improve children’s slow global motion perception sensitivity and text reading comprehension ability.Slow global motion perception training and fast global motion perception training did not affect children’s fast global motion perception sensitivity.The result supports that there is certain relationship between the perception of slow global movement and text reading comprehension of the third-graders with low reading comprehension ability.It suggests that there are different processing systems in children’s fast and slow global motion perception.To sum up,this study found that children have different processing systems of fast and slow global motion perception,and in different grades,the correlation between these two systems and children’s reading ability is different.There is a causal relationship between children’s slow global motion perception and text reading comprehension,while there is no causal relationship between children’s fast global motion perception and text reading comprehension.The results of the study,to a certain extent,enrich the evidence of the correlation between children’s global motion perception and multi-dimensional Chinese reading,expand the research scope of the causal relationship between children’s global motion perception and reading,and explain the differences in the relationship between children’s global motion perception and reading.At the same time,this study provides new ideas and training methods to improving normal children’s text reading ability,which is helpful in improving children’s reading ability more effectively in practical teaching.