The cognitive profile and multiple-deficit hypothesis in Chinese developmental dyslexia.

Ho, Connie Suk‐Han; Chan, David W.; Tsang, Suk‐Man; Lee, Suk‐Han

doi:10.1037/0012-1649.38.4.543

Cited by 254 publications

(300 citation statements)

References 52 publications

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“…Given the clear differences in educational practices, language, and script between the two cultures included in the study, the consistency with which the Visual Spatial task was associated with Chinese character recognition across the groups was striking. A recent study on dyslexia in Hong Kong (Ho, Chan, Tsang, & Lee, 2002) also found that the task of Visual Spatial Relationships was particularly sensitive in revealing differences between 8-year-old dyslexic and normal readers. These results suggest that, regardless of age, the Visual Spatial Relationships task is a good predictor of reading skill in inexperienced Chinese readers, because dyslexic students typically have much less reading experience than do normal readers.…”

Section: Discussionmentioning

confidence: 99%

“…Theory related to visual processing of text is relatively lacking for beginning readers. Based on the results of the present study and previous ones (Ho & Bryant, 1999;Ho et al, 2002;Siok & Fletcher, 2001), visual skills involving spatial relations, shape constancy, and visual memory may be the central ones to focus on in future research on beginning Chinese character acquisition.…”

Section: Critiques and Future Directionsmentioning

confidence: 96%

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Chinese character acquisition and visual skills in two Chinese scripts

et al. 2005

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Abstract. Three different visual skills, along with Chinese character recognition, vocabulary, speeded naming, and syllable deletion skills were tested twice over one school year among 118 Hong Kong and 96 Xiangtan, China kindergartners. Results revealed that a task of Visual Spatial Relationships [Gardner, M. F. (1996). Test of visual-perceptual skills (Non-motor): Revised manual. Hydesville, CA: Psychological and Educational Publications] predicted unique variance in Chinese character recognition, controlling for other skills, at Time 1 among Hong Kong children and at Time 2 in Xiangtan children. The three visual skills were inconsistently affected by age and reading skill. Across testing times, visual skills of the Xiangtan children, who learn simplified script, were significantly higher than those of the Hong Kong children, learning traditional script. Results suggest a bidirectional association of visual skills with Chinese character acquisition across scripts.

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Section: Discussionmentioning

confidence: 99%

Section: Critiques and Future Directionsmentioning

confidence: 96%

Chinese character acquisition and visual skills in two Chinese scripts

et al. 2005

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“…The most comprehensive study of dyslexia in Chinese to date was reported by Ho, Chan, Tsang, and Lee (2002), who classified data from 30 children with dyslexia on tests evaluating visual processing, phonological processing, and rapid naming, as well as on tests evaluating their knowledge of the orthographic regularities of characters and radicals. Results from this study indicate that a rapid naming deficit was the most dominant type of cognitive deficit in Chinese dyslexic children, affecting some 60% of the cases.…”

Section: Dyslexia In Different Languagesmentioning

confidence: 99%

Specific reading disability (dyslexia): what have we learned in the past four decades?

Vellutino

Fletcher

Snowling

et al. 2004

Child Psychology Psychiatry

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We summarize some of the most important findings from research evaluating the hypothesized causes of specific reading disability (ÔdyslexiaÕ) over the past four decades. After outlining components of reading ability, we discuss manifest causes of reading difficulties, in terms of deficiencies in component reading skills that might lead to such difficulties. The evidence suggests that inadequate facility in word identification due, in most cases, to more basic deficits in alphabetic coding is the basic cause of difficulties in learning to read. We next discuss hypothesized deficiencies in readingrelated cognitive abilities as underlying causes of deficiencies in component reading skills. The evidence in these areas suggests that, in most cases, phonological skills deficiencies associated with phonological coding deficits are the probable causes of the disorder rather than visual, semantic, or syntactic deficits, although reading difficulties in some children may be associated with general language deficits. Hypothesized deficits in general learning abilities (e.g., attention, association learning, cross-modal transfer etc.) and low-level sensory deficits have weak validity as causal factors in specific reading disability. These inferences are, by and large, supported by research evaluating the biological foundations of dyslexia. Finally, evidence is presented in support of the idea that many poor readers are impaired because of inadequate instruction or other experiential factors. This does not mean that biological factors are not relevant, because the brain and environment interact to produce the neural networks that support reading acquisition. We conclude with a discussion of the clinical implications of the research findings, focusing on the need for enhanced instruction.

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“…Továbbá nem mehetünk el azon elméletek mellett sem, melyek a diszlexia több-komponensű természete mellett érvelnek (pl. Ho, Chan, Tsang és Lee, 2002;Wolf és Bowers, 1999).…”

Section: A Vizuális Kategorizáció Sérülése Patológiás Csoportbanunclassified

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Rokszin¹,

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2015

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The cognitive profile and multiple-deficit hypothesis in Chinese developmental dyslexia.

Cited by 254 publications

References 52 publications

Chinese character acquisition and visual skills in two Chinese scripts

Chinese character acquisition and visual skills in two Chinese scripts

Specific reading disability (dyslexia): what have we learned in the past four decades?

A vizuális kategorizáció fejlődésének idegrendszeri alapjai

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