Cognitive skills and literacy performance of Chinese adolescents with and without dyslexia

Chung, Kevin Kien Hoa; Ho, Connie Suk‐Han; Chan, David W.; Tsang, Suk‐Man; Lee, Suk‐Han

doi:10.1007/s11145-010-9227-1

Cited by 54 publications

(71 citation statements)

References 68 publications

(128 reference statements)

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“…It is possible that a semantic task that was more difficult or that tapped into a different morphological process would show differences between dyslexic and typical readers. Indeed, previous research shows that certain morphological tasks, especially those requiring morpheme parsing from words with two or more morphemes, tend to be more difficult for Chinese children with dyslexia (Chung, Ho, Chan, Tsang, & Lee, 2011; Shu et al, 2006). …”

Section: Discussionmentioning

confidence: 99%

Similar alterations in brain function for phonological and semantic processing to visual characters in Chinese dyslexia

et al. 2012

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Dyslexia in alphabetic languages has been extensively investigated and suggests a central deficit in orthography to phonology mapping in the left hemisphere. Compared to dyslexia in alphabetic languages, the central deficit for Chinese dyslexia is still unclear. Because of the logographic nature of Chinese characters, some have suggested that Chinese dyslexia should have larger deficits in the semantic system. To investigate this, Chinese children with reading disability (RD) were compared to typically developing (TD) children using functional magnetic resonance imaging (fMRI) on a rhyming judgment task and on a semantic association judgment task. RD children showed less activation for both tasks in right visual (BA18, 19) and left occipito-temporal cortex (BA 37), suggesting a deficit in visuo-orthographic processing. RD children also showed less activation for both tasks in left inferior frontal gyrus (BA44), which additionally showed significant correlations with activation of bilateral visuo-orthographic regions in the RD group, suggesting that the abnormalities in frontal cortex and in posterior visuo-orthographic regions may reflect a deficit in the connection between brain regions. Analyses failed to reveal larger differences between groups for the semantic compared to the rhyming task, suggesting that Chinese dyslexia is similarly impaired in the access to phonology and to semantics from the visual orthography.

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Section: Discussionmentioning

confidence: 99%

Similar alterations in brain function for phonological and semantic processing to visual characters in Chinese dyslexia

et al. 2012

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“…Most important for the question of writing effects on reading, character connections to both phonology and meaning depend crucially on establishing a high quality representation of the written character form. Indeed, some studies suggest that orthographic awareness, rather than phonological awareness, is the most predictive variable for Chinese reading achievement [Chung et al, 2010;Siok and Fletcher, 2001].…”

Section: Introductionmentioning

confidence: 99%

Writing affects the brain network of reading in Chinese: A functional magnetic resonance imaging study

Cao

Chan

et al. 2012

Human Brain Mapping

111

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Abstract:We examined the hypothesis that learning to write Chinese characters influences the brain's reading network for characters. Students from a college Chinese class learned 30 characters in a characterwriting condition and 30 characters in a pinyin-writing condition. After learning, functional magnetic resonance imaging collected during passive viewing showed different networks for reading Chinese characters and English words, suggesting accommodation to the demands of the new writing system through shortterm learning. Beyond these expected differences, we found specific effects of character writing in greater activation (relative to pinyin writing) in bilateral superior parietal lobules and bilateral lingual gyri in both a lexical decision and an implicit writing task. These findings suggest that character writing establishes a higher quality representation of the visual-spatial structure of the character and its orthography. We found a greater involvement of bilateral sensori-motor cortex (SMC) for character-writing trained characters than pinyin-writing trained characters in the lexical decision task, suggesting that learning by doing invokes greater interaction with sensori-motor information during character recognition. Furthermore, we found a correlation of recognition accuracy with activation in right superior parietal lobule, right lingual gyrus, and left SMC, suggesting that these areas support the facilitative effect character writing has on reading. Finally, consistent with previous behavioral studies, we found character-writing training facilitates connections with semantics by producing greater activation in bilateral middle temporal gyri, whereas pinyin-writing training facilitates connections with phonology by producing greater activation in right inferior frontal gyrus.

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“…In a series of studies (e.g. Chung, Ho, Chan, Tsang, & Lee, ; Shu et al ., ), children's ability to distinguish among meanings of homophones and morpheme discrimination was found to contribute significantly to reading failure in Chinese (e.g. Chung et al ., ; Shu et al ., ).…”

mentioning

confidence: 99%

“…Chung, Ho, Chan, Tsang, & Lee, ; Shu et al ., ), children's ability to distinguish among meanings of homophones and morpheme discrimination was found to contribute significantly to reading failure in Chinese (e.g. Chung et al ., ; Shu et al ., ). For example, Shu, McBride‐Chang, Wu and Liu () demonstrated that morphological awareness was one of the best discriminators for children with and without dyslexia.…”

mentioning

confidence: 99%

Contributions of Syntactic Awareness to Reading in Chinese‐speaking Adolescent Readers with and without Dyslexia

Chung

Chan

et al. 2013

Dyslexia

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This study investigated the relative contribution of syntactic awareness to Chinese reading among Chinese-speaking adolescent readers with and without dyslexia. A total of 78 junior high school students in Hong Kong, 26 dyslexic adolescent readers, 26 average adolescent readers of the same age (chronological age control group) and 26 younger readers matched with the same reading level (reading-level group) participated and were administered measures of IQ, syntactic awareness, morphological awareness, vocabulary knowledge, working memory, word reading, and reading comprehension. Results showed that dyslexic readers scored significantly lower than chronological age but similarly to reading level control groups in most measures, especially in the areas of syntactic skills. Analyses of individual data also revealed that over half of the dyslexic readers exhibited certain aspects of deficits in syntactic skills. In regression analyses, syntactic skills were the strongest predictors of ability in word reading and reading comprehension measures. This study highlights the uniquely important correlates of syntactic skills in Chinese reading acquisition and impairment.

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Cognitive skills and literacy performance of Chinese adolescents with and without dyslexia

Cited by 54 publications

References 68 publications

Similar alterations in brain function for phonological and semantic processing to visual characters in Chinese dyslexia

Similar alterations in brain function for phonological and semantic processing to visual characters in Chinese dyslexia

Writing affects the brain network of reading in Chinese: A functional magnetic resonance imaging study

Contributions of Syntactic Awareness to Reading in Chinese‐speaking Adolescent Readers with and without Dyslexia

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