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  • Notably a recent training study asked

    2018-11-09

    Notably, a recent training study asked 6 years old preschoolers to learn grapheme to phoneme correspondence. Although these children had already acquired some letter knowledge (10 upper case letters and 5.8 lower case letters) prior to training, they did not possess neural tuning for words associated with visual expertise. However, compared with the N170 amplitude for symbols, neural tuning for words emerged soon after a short-term training (about 3.6h), especially in the left hemisphere (Brem et al., 2010). However, fast emergence of N170-markers for visual expertise may not necessarily occur for children who learn to read Chinese. A N170 study from skilled Chinese readers found that both characters and unpronounceable pseudo-characters evoked a larger N170, which suggested that orthography rather than phonology serves as the main driver for the enhanced and left-lateralized N170 to visual words (Lin et al., 2011). Compared to alphabetic written scripts, the Chinese written system is very complex and is considered one of the most difficult scripts to learn in the world (Shu, 2003; Tong and Yip, 2015). Unlike an alphabetic word which is linearly composed of a limited number of letters, a Chinese character is composed of strokes and radicals which are typically arranged both vertically and horizontally. This pattern is visually much more complicated than that of alphabetic words. Grapheme to phoneme correspondences in alphabetic writing systems are much more direct compared to the Chinese writing system, where a single syllable is shared by many words (a syllable shares 10 characters on average) (Shu, 2003). Thus, it glucose assay is an inefficient way to learn the character-syllable correspondence at the beginning stage of learning to read Chinese. Consequently, it is a great challenge for Chinese beginning readers to acquire the minimum 3000 to 4000 characters required for skilled readers in short time (H. Li et al., 2012). Therefore, although similar effects of expertise on the N170 are found across different scripts (Alphabetic language: e.g. Bentin et al., 1999; Maurer et al., 2005a; Logographic language: Lin et al., 2011; Cao et al., 2011; Maurer et al., 2008; Wong et al., 2005), it is not clear whether N170 word expertise for Chinese characters, a writing system with very complicated orthography, can emerge very quickly in young children. Due to the unique visual and linguistic characteristic of Chinese characters, visual-orthographic skills are more essential for learning Chinese in beginning readers (Siok and Fletcher, 2001; Tan et al., 2005). Consequently, rote copying of characters is a typical way of learning Chinese characters in school education (Tan et al., 2005, 2013; Wu et al., 1999) and recently calligraphy is required as a subject in the curriculum of Chinese primary schools (China Ministry of Education, 2013). Many studies have shown that writing skills are associated with reading ability in both normal school age children and dyslexic children (D.W. Chan et al., 2006; McBride-Chang et al., 2011; Tan et al., 2005, 2013). Moreover, writing practice uniquely contributes to Chinese children\'s reading development even with phonological skills controlled for (Tan et al., 2005). Although kindergarten children in mainland China are not required to learn to write according to the Early Childhood Education Guideline (China Ministry of Education, 2001), Hong Kong kindergarten children start to learn to write Chinese characters as early as 4 years old (Curriculum Development Council, 1996; L. Chan et al., 2008; McBride-Chang et al., 2011). But no study has been reported to scientifically investigate the effect of this early writing training. Thus, Haplotype is important to know whether early writing experience in Chinese preliterate children can induce N170 markers for visual expertise Because Chinese characters have a very complicated orthographic structure which makes it harder for children to master reading skills, it is possible that the early emergence of N170 word expertise in young Chinese children needs a longer time to develop (not as fast as children learn to read alphabetic scripts). Alternatively, the N170 word expertise in young Chinese children may emerge soon after short-term training since much evidence has shown that Chinese character and alphabetic word processing bear common characteristics at least at the perceptual level (Wong et al., 2012; Lin et al., 2011; Cao et al., 2011). If writing experience can prompt the early development of N170 word expertise, we would observe a stronger N170 word effect in children who received free writing training compared with children in VL group.