title: Simultaneous-successive syntheses and planning in chinese readers.
abstract: The present study investigated simultaneous-successive syntheses and planning as cognitive processing constructs in 66 grade 4 and 63 grade 6 Chinese children. Principal factor and promax analyses provided evidence of the realities of these independent factors. Simultaneous and successive components contributed to composite reading with varying degrees of variance for each grade. The Luria paradigm provides a useful framework for research into patterns of readers.
authors.affiliation: University of Saskatchewan, Canada.
authors.forename: C K
authors.initials: CK
authors.lastname: Leong
authors.forename: S C
authors.initials: SC
authors.lastname: Cheng
authors.forename: J P
authors.initials: JP
authors.lastname: Das