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

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

doi:10.1002/dys.1448

Cited by 26 publications

(16 citation statements)

References 70 publications

(82 reference statements)

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“…Chinese vocabulary knowledge. Adapted from Chung, Ho, Chan, Tsang, and Lee (2013), 25 words were included in the vocabulary definitions knowledge measure. Students were asked to explain or define the given target words and then use the target words to construct sentences to illustrate that meaning.…”

Section: Materials and Proceduresmentioning

confidence: 99%

Cognitive-Linguistic Skills Underlying Word Reading and Spelling Difficulties in Chinese Adolescents With Dyslexia

Chung

Lam

2019

J Learn Disabil

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The present study investigated the co-occurrence of word reading and spelling difficulties for Chinese first language (L1) and English second language (L2) and the role of morphological awareness in word reading and spelling ability across two languages. A total of 110 Hong Kong Chinese-speaking students in Grade 7, including 55 adolescents with dyslexia (28 males, mean age = 152.11 months) and 55 typically developing adolescents (27 males, mean age = 151.85 months) participated. They were assessed on the cognitive-linguistic measures of morphological awareness, phonological awareness, vocabulary knowledge, rapid naming, word reading, and word spelling in L1 and L2. Multivariate analysis of variance showed that compared with the typical students, adolescents with dyslexia had poorer performance in all L1 and L2 measures except the phonological awareness in Chinese. Hierarchical regression analysis indicated that for both groups of students, morphological awareness contributed uniquely to word reading and spelling in L1 and L2; rapid letter naming contributed uniquely to English word spelling. Findings highlight the importance of co-occurring difficulties in L1 and L2 reading and spelling and that morphological awareness may play a critical role in predicting word reading and spelling across languages for Chinese adolescents with dyslexia and those without difficulty.

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Section: Materials and Proceduresmentioning

confidence: 99%

Cognitive-Linguistic Skills Underlying Word Reading and Spelling Difficulties in Chinese Adolescents With Dyslexia

Chung

Lam

2019

J Learn Disabil

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“…Studies in alphabetic scripts have reported a functionally important phonological processing deficit in many dyslexics (Ramus, ; Ramus & Ahissar, ; Ramus, Marshall, Rosen, & van der Lely, ; Hoeft et al ., ; Shaywitz et al ., ; Boets et al ., ). In studies using Chinese characters, phonological problems were also found (Ho, Law, & Ng, ; Cheung et al ., ; Liu, Shu, & Yang, ), but these were not considered core deficits; rather, impairments in orthographic processing and morpheme awareness were thought to be more important (Ho, Chan, Tsang, & Lee, ; Ho, Chan, Lee, Tsang, & Luan, ; Chung, Ho, Chan, Tsang, & Lee, , ; Shu, McBride‐Chang, Wu, & Liu, ; Shu, Peng, & McBride‐Chang, ; Xiao & Ho, ).…”

Section: Introductionmentioning

confidence: 99%

Verbal Short‐Term Memory Deficits in Chinese Children with Dyslexia may not be a Problem with the Activation of Phonological Representations

et al. 2015

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This study explored the underlying mechanism of the verbal short-term memory deficit in Chinese children with developmental dyslexia. Twenty-four children with dyslexia and 28 age-matched normal readers participated in the study. They were required to memorize a visually presented series of six Chinese characters and identify them from a list also including code-specific distracters and non-code-specific distracters. Error rates were recorded and were higher for code-specific distracters in all three conditions, revealing phonological, visual, and semantic similarity effects respectively. Group comparisons showed a stronger phonological similarity effect in dyslexic group, suggesting intact activation of phonological representations of target characters. Children with dyslexia also exhibited a greater semantic similarity effect, revealing stronger activation of semantic representations, while visual similarity effects were equivalent to controls. These results suggest that the verbal short-term memory deficit in Chinese dyslexics might not stem from insufficient activation of phonological information. Based the semantic activation of target characters in dyslexics is greater than in controls, it is possible that the memory deficit of dyslexia is related with deficient inhibition of target semantic representations in short-term memory.

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“…Os conhecimentos morfossintáticos são também apontados na literatura como um bom preditor do desempenho na leitura, tendo especial relevância nas competências de nível superior, como a compreensão leitora, mas também nas competências básicas de leitura e escrita (Chung, Ho, Chan, Tsang, & Lee, 2013;Foorman, Petscher, & Bishop, 2012;Kruk & Bergman, 2013;McCutchen, Green, & Abbott 2008;Roman, Kirby, Parrila, Wade-Woolley, & Deacon, 2009;Scull, 2013;Tong, Tong, Shu, Chan, & McBride-Chang, 2014).…”

Section: Introductionunclassified

Contribuição da literacia emergente para o desempenho em leitura no final do 1.º CEB

Cruz¹,

Almeida²,

Pinto³

et al. 2014

Análise Psicológica

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Aprender a ler e a escrever constituem desafios não só para as crianças, mas também para os agenteseducativos que acompanham este processo. Identificar e promover as condições que facilitam umpercurso de sucesso são preocupações centrais da comunidade escolar e científica. Este estudoprocurou analisar em que medida as competências de literacia emergente, avaliadas na educação pré-escolar, predizem o desempenho em leitura e escrita no final do 1.º CEB. Participaram no estudo 117alunos do concelho de Matosinhos que frequentavam o 4.º ano de escolaridade e que tinham sidopreviamente avaliados na educação pré-escolar. Foram realizadas análises de regressão múltipla queevidenciam que as competências de literacia emergente avaliadas explicam cerca de 20% da variânciados resultados no domínio da leitura e da escrita no final do 1.ºCEB. Estes resultados impelem a umareflexão sobre a relevância da identificação precoce de crianças em risco de insucesso e de umaintervenção atempada nos primeiros anos de escolaridade.

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

Cited by 26 publications

References 70 publications

Cognitive-Linguistic Skills Underlying Word Reading and Spelling Difficulties in Chinese Adolescents With Dyslexia

Cognitive-Linguistic Skills Underlying Word Reading and Spelling Difficulties in Chinese Adolescents With Dyslexia

Verbal Short‐Term Memory Deficits in Chinese Children with Dyslexia may not be a Problem with the Activation of Phonological Representations

Contribuição da literacia emergente para o desempenho em leitura no final do 1.º CEB

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