The Deficit Profiles of Chinese Children with Reading Difficulties: a Meta-analysis

Peng, Peng; Wang, Cuicui; Tao, Sha; Sun, Congying

doi:10.1007/s10648-016-9366-2

Cited by 57 publications

(47 citation statements)

References 137 publications

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“…MA has been found to be both a concurrent and longitudinal predictor of reading in typically developing children (Lei et al, 2011;Liu et al, 2013). Moreover, MA has also been found to be one of the best factors that distinguishing dyslexia Chinese children from their age-matched controls (Shu et al, 2006;Zhou et al, 2014;Tong et al, 2017)., and children with severe reading deficits generally show more sever deficits in MA (Peng et al, 2017). Given the aforementioned property of Chinese, it is not hard to understand why MA has been thoroughly accepted as both a strong concurrent and a longitudinal predictor of Chinese literacy skills (Chen et al, 2009;Yeung et al, 2011;Pan et al, 2015).…”

Section: Introductionmentioning

confidence: 97%

“…However, some other studies reported inconsistent findings: PA is not a significant predictor of Chinese word reading among beginning readers after controlling for RAN, orthographic skills, and morphological awareness (MA) (Tong et al, 2009;Yeung et al, 2011). A recent metaanalysis of Chinese dyslexia found that the predictive power of PA for reading disability is not stable (Peng et al, 2017). The inconsistencies across these results may be partly due to the recruitment of relatively small samples of dyslexic children.…”

Section: Introductionmentioning

confidence: 99%

“…Developmental dyslexia is a specific disorder characterized by dysfluent or inaccurate word recognition that is not attributable to sensory deficit, insufficient education, or low IQ (Ramus et al, 2003). As researchers now widely support a multiple deficits model of Chinese reading difficulties (Ho et al, 2002;Zhou et al, 2014;Peng et al, 2017), one of the leading questions researchers are focusing on is what are the important cognitive profiles of dyslexia in Chinese. In addition, given that there is no firm consensus from previous research (Ho et al, 2002;Liu et al, 2006;Wu et al, 2009), investigation of different subtypes of dyslexia is also a matter of interest.…”

Section: Introductionmentioning

confidence: 99%

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Universal and Specific Predictors of Chinese Children With Dyslexia – Exploring the Cognitive Deficits and Subtypes

et al. 2020

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While previous studies have shown that the impact of phonological awareness (PA) and rapid automatized naming (RAN) on dyslexia depends on orthographic complexity in alphabetic languages, it remains unclear whether this relationship generalizes to the more complex orthography of Chinese. We investigated the predictive power of PA, RAN, and morphological awareness (MA) in dyslexia diagnosis status in a sample of 241 typically developing and 223 dyslexic Chinese-speaking children. Compared with the control group, children with dyslexia performed notably worse on character reading and all three cognitive measures. A logistic regression analysis showed that PA and RAN were both significant predictors, while MA also played a relatively important role for predicting dyslexia status in Chinese children. In the next step, we used multigroup analyses to test if these three cognitive predictors were of the same importance in predicting reading variance in different reading proficiency groups. And the results showed that the regression coefficient of MP is stronger for the control group than the dyslexia group, while the regression coefficient of PD tends to be stronger for the dyslexic group. Further cluster analysis identified four subtypes of dyslexia in this sample: a global deficit group, a phonological deficit group, a RAN deficit group, and a mild morphological deficit group. Our findings are largely consistent with previous studies of predictors of dyslexia, while uniquely demonstrating the differences in predictive power of these three cognitive variables on reading, as well as the unique contribution of MA in Chinese reading.

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Section: Introductionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Universal and Specific Predictors of Chinese Children With Dyslexia – Exploring the Cognitive Deficits and Subtypes

et al. 2020

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“…Strong relations were found between reasoning, working memory, and three metalinguistic skills in kindergarten children. Reasoning was shown to strongly support the development of metalinguistic processing of typically developing children (e.g., Pammer & Kevan, ; Peng et al, ). Specifically, in Mainland China, Chinese phonological, morphological, and orthographical processing instruction is not often taught until early elementary grades when children systematically learn to use Pinyin (an alphabetic system that aids character learning), to compound characters into words, and to develop copying skills to read Chinese characters (Lau, Li, & Rao, ; Li, Wang, & Wong, ; McBride‐Chang, Chung, & Tong, ).…”

Section: Discussionmentioning

confidence: 99%

“…Indeed, there is a rich body of research showing that metalinguistic skills including phonological awareness, orthographic knowledge, and morphological awareness are very important in character learning (e.g., Anderson et al, ; Chow et al, ; Hu & Catts, ; Huang & Hanley, ; Lin, Sun, & Zhang, ; McBride‐Chang & Ho, ; McBride‐Chang et al, ; Peng, Wang, Tao, & Sun, ; Ruan, Georgiou, Song, Li, & Shu, ; Song, Georgiou, Su, & Hua, ; Tong et al, ; Zhou, McBride‐Chang, Fong, Wong, & Cheung, ). However, limited and mixed findings still exist regarding whether and which general cognitive skills and linguistic skills taken together may take effects on early character reading.…”

Section: Introductionmentioning

confidence: 99%

How do metalinguistic awareness, working memory, reasoning, and inhibition contribute to Chinese character reading of kindergarten children?

Yang

Peng

Meng

2019

Infant and Child Development

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The purpose of this study was to investigate the contributions of general cognitive skills (working memory, inhibition, and reasoning) and metalinguistic awareness to young children's character reading. One hundred eighty‐nine Chinese children, aged from 60 to 78 months, were administered with measures of character recognition, language, metalinguistic awareness (phonological awareness, morphological awareness, and orthographic knowledge), and general cognitive processing (working memory, inhibition, and reasoning) in two kindergartens. Results showed both metalinguistic awareness and general cognitive processing contributed to children's character reading ability. Particularly, after controlling for age, gender, and language, metalinguistic awareness and general cognitive processing, respectively, explained 20% and 16% of the variance in children's character reading, among which phonological awareness, orthographic knowledge, and reasoning made unique contributions to Chinese reading. Of these skills, orthographic knowledge showed the strongest relation to Chinese character reading. Findings highlight that both general cognitive processing and metalinguistic awareness are important for young Chinese children in character reading acquisition. Highlights We investigated the contributions of working memory, inhibition, reasoning, and metalinguistic awareness to young Chinese children's character reading. Reasoning, phonological awareness, and orthographic knowledge made unique contributions to Chinese reading. Of these skills, orthographic knowledge seemed to be the highest correlate to Chinese character reading.

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Anxiety and depression among Chinese children with and without reading disabilities

Wang

2021

Dyslexia

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This study aims to compare anxiety and depression among male and female Chinese children with and without reading disabilities (RDs) and to examine the diverse impacts of anxiety and depression on children's reading comprehension. A total of 132 Chinese children from third to sixth grade living in Taiwan were recruited; half had RD, and the other half were typically developing children. Our results from the first analysis revealed that the anxiety level of female children with RD was significantly higher than that of the other three groups of participants, while the depression level of typically developing children was significantly lower than that of children with RD in general. Additionally, our results regarding the predictive abilities of gender and anxiety for reading comprehension as well as the moderating effect of gender on the ability of anxiety to predict reading comprehension were all statistically significant for the typically developing group but not the RD group. These differences between these two groups were further confirmed by multi‐group analysis. Our results enhance the existing knowledge on Chinese children with RD and can increase practitioners' awareness of the possibility of higher levels of anxious and depressive symptoms among these children.

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The Deficit Profiles of Chinese Children with Reading Difficulties: a Meta-analysis

Cited by 57 publications

References 137 publications

Universal and Specific Predictors of Chinese Children With Dyslexia – Exploring the Cognitive Deficits and Subtypes

Universal and Specific Predictors of Chinese Children With Dyslexia – Exploring the Cognitive Deficits and Subtypes

How do metalinguistic awareness, working memory, reasoning, and inhibition contribute to Chinese character reading of kindergarten children?

Anxiety and depression among Chinese children with and without reading disabilities

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