Validity and Reliability of the Dyslexia Checklist for Chinese Children

Hou, Fang; Ling, Qi; Liu, Lingfei; Luo, Xiaobing; Gu, Huaiting; Xie, Xinyan; Li, Xin; Zhang, Jiajia; Song, Ranran

doi:10.3389/fpsyg.2018.01915

Cited by 34 publications

(18 citation statements)

References 26 publications

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“…Internal consistency and reliability for the total score and the factors that composed the Dyslexia Checklist for Chinese Children were evaluated using Cronbach's alpha, with values of 0.974 and 0.752-0.901, respectively. Factor loadings for all items were satisfactory, from 0.383 to 0.856 (Hou et al, 2018). In this study, confirmatory factor analysis was used to assess the factorial structure of the Dyslexia Checklist for Chinese Children.…”

Section: Student Reading Abilitymentioning

confidence: 93%

The Association between Home Environment and Quality of Life in Children and Adolescents in Hangzhou City, China

et al. 2021

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To investigate the influence of the home environment, defined as family socioeconomic status (SES) (parent education level, household income), student resource-mediated SES (access to nutritional resources and cognitively stimulating experiences), reading ability, and difficulty with homework on quality of life in children and adolescents residing in urban and suburban areas in Hangzhou City, Zhejiang Province, China. This study included 3200 Grade 3–6 students from 8 elementary schools in Hangzhou City. Assessments included questionnaires that evaluated student quality of life, family SES, resource-mediated SES (dietary behavior and the home literacy environment), reading ability, and difficulty with homework. The effects of the home environment on student quality of life were analyzed by univariate analysis, multiple linear regression analysis, and structural equation modeling. Overall, 80.6% of students had a medium or better quality of life. Young age (Grade 3 or 4), female sex, household income of 10000–15000 RMB, high breakfast consumption, daily intake of fruit, a balanced diet, and good reading habits were positively correlated with student quality of life (P < 0.05), while overuse of electronic devices was negatively correlated with quality of life (P < 0.05). Dietary behaviors, home literacy environment, and student reading ability and difficulty with homework directly affected quality of life. Family SES indirectly affected student quality of life. Children and adolescents in China should have access to good nutrition and cognitively stimulating experiences to enhance their well-being and provide them with social and academic advantages.

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Section: Student Reading Abilitymentioning

confidence: 93%

The Association between Home Environment and Quality of Life in Children and Adolescents in Hangzhou City, China

et al. 2021

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“…In order to assess academic performance and reading level, the child psychiatrists interviewed the Chinese teacher and parents of the children with positive primary screenings using the Dyslexia Checklist for Chinese Children (DCCC). The DCCC, having a good reliability (Cronbach’s α = 0.974) and validity, is a practical rating scale for Chinese dyslexia identification [ 22 ]. The subject, identified as a suspected dyslexic child, should meet the following conditions: the score of Chinese language result was below the tenth percentile in the same grade, and there were at least two standard deviations above the mean score in the DCCC.…”

Section: Methodsmentioning

confidence: 99%

The Prevalence of Dyslexia in Primary School Children and Their Chinese Literacy Assessment in Shantou, China

Lin

Zhang

Huang

et al. 2020

IJERPH

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The epidemiological studies of Chinese developmental dyslexia (DD) in China are still limited. In addition, literacy assessment has seldom been performed for children with dyslexia, due to lack of uniform assessment tools. This study was aimed at investigating the prevalence rate of children with dyslexia, and to evaluate their Chinese reading ability. A total of 2955 students aged 7–12 years were enrolled by randomized cluster sampling. The study was divided into three stages. In stage I, all participating students were asked to finish the Combined Raven Test (CRT) and Chinese Vocabulary Test and Assessment Scale. In stage II, the Chinese teachers and parents of the children with suspected dyslexia were interviewed by psychiatrists, and finished the Dyslexia Checklist for Chinese Children (DCCC). In stage III, these children were evaluated by child psychiatrists for the diagnosis with or without dyslexia, according to the fifth edition of Diagnostic and Statistical Manual of Mental Disorders (DSM-5), and their Chinese literacy was further evaluated by using the Chinese Reading Ability Test (CRAT). The prevalence rate of children with dyslexia was 5.4% in Shantou city, 8.4% in boys and 2.3% in girls, with a gender ratio of 3.7:1.0. Children with dyslexia scored lower in all the five subscales of the CRAT tests. including phonological awareness, morphological awareness, rapid automatized naming, orthographic awareness, and reading ability than the control group (all p < 0.001). This study suggested that the prevalence rate of Chinese dyslexia in Shantou city is roughly equivalent to that previously reported in China. Children with dyslexia have a relatively lower Chinese reading ability in all assessments.

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“…The higher score of each factor indicated more serious difficulties in cognitive abilities. The test-retest reliability of the DCCC was 0.734, and the internal consistency of all subscales was above 0.752 [27].…”

Section: The Dyslexia Checklist For Chinese Children (Dccc)mentioning

confidence: 87%

“…Second, the cognitive abilities of this study were assessed by parents filling out a questionnaire instead of a standardized neuropsychological experimental assessment, which may affect the accuracy of the results. However, the DCCC has good reliability and validity [27]. The cognitive abilities can be evaluated quickly and effectively while saving manpower and material resources.…”

Section: Limitationsmentioning

confidence: 99%

The Correlation between Chinese Written Vocabulary Size and Cognitive, Emotional and Behavioral Factors in Primary School Students

Pan

Guo

et al. 2021

IJERPH

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Written vocabulary size plays a key role in children’s reading development. We aim to study the relationship between Chinese written vocabulary size and cognitive, emotional, and behavioral factors in primary school students. Using stratified cluster sampling, 1162 pupils from Grade 2~5 in Guangzhou were investigated. Chinese written vocabulary size, cognitive, emotional, and behavioral factors were assessed by the Chinese written vocabulary size assessment scale, the dyslexia checklist for Chinese children (DCCC) and the Strengths and Difficulties Questionnaire (SDQ), respectively. The scores of visual word recognition deficit (β = −3.32, 95% CI: −5.98, −0.66) and meaning comprehension deficit (β = −6.52, 95% CI: −9.39, −3.64) were negatively associated with Chinese written vocabulary size; the score of visual word recognition deficit (odds ratio (OR) = 1.04, 95% CI: 1.02, 1.07) was the related factor of a delay in written vocabulary size. The score of meaning comprehension deficit was negatively associated with boys’ Chinese written vocabulary size, while the score of auditory word recognition deficit was negatively associated with girls’ Chinese written vocabulary size. The related factor of a delay in written vocabulary size was spelling deficit in boys and visual word recognition deficit in girls. There is a significant correlation between Chinese written vocabulary size and cognitive factors, but not emotional and behavioral factors in primary school students and these correlations are different when considering gender.

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Validity and Reliability of the Dyslexia Checklist for Chinese Children

Cited by 34 publications

References 26 publications

The Association between Home Environment and Quality of Life in Children and Adolescents in Hangzhou City, China

The Association between Home Environment and Quality of Life in Children and Adolescents in Hangzhou City, China

The Prevalence of Dyslexia in Primary School Children and Their Chinese Literacy Assessment in Shantou, China

The Correlation between Chinese Written Vocabulary Size and Cognitive, Emotional and Behavioral Factors in Primary School Students

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