What are the Early Indicators of Persistent Word Reading Difficulties among Chinese Readers in Elementary Grades?

Abstract

To identify the indicators of persistent reading difficulties among Chinese readers in early elementary grades, the performance of three groups of Chinese children with different reading trajectories ('persistent poor word readers', 'improved poor word readers' and 'skilled word readers') in reading-related measures was analysed in a 3-year longitudinal study. The three groups were classified according to their performance in a standardized Chinese word reading test in Grade 1 and Grade 4. Results of analysis of variance and logistic regression on the reading-related measures revealed that rapid naming and syntactic skills were important indicators of early word reading difficulty. Syntactic skills and morphological awareness were possible markers of persistent reading problems. Chinese persistent poor readers did not differ significantly from skilled readers on the measures of phonological skills.

Morphological awareness predicts the growth rate of Chinese character reading

“…Methodologically, reading outcomes in these studies were tested in one (Lei et al, 2010) or two (Lyytinen et al, 2006;Yeung et al, 2014) time points only, however. Methodologically, reading outcomes in these studies were tested in one (Lei et al, 2010) or two (Lyytinen et al, 2006;Yeung et al, 2014) time points only, however.…”

“…Another recent study on developmental trajectory by Yeung, Ho, Chan, and Chung (2014) assessed Hong Kong Chinese children on a number of reading-related cognitive skills in primary school in grades 1 and 2, and their Chinese reading ability in grades 1 and 4.…”

“…By testing among samples with varied levels of reading abilities, these longitudinal studies are informative in understanding the profiles of different groups, with the emphasis on grouping and how the sub-groups of reading difficulties were different from typically developing groups. Methodologically, reading outcomes in these studies were tested in one (Lei et al, 2010) or two (Lyytinen et al, 2006;Yeung et al, 2014) time points only, however. This has limited the possibility of capturing the growth trend of reading ability as the outcome variable itself and understanding how such growth is predicted by early cognitive skills.…”

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

“…(2) The Character Recognition Measure and Assessment Scale for Primary School Children (CRM: Wang & Tao, 1993). CRM is a standardized written vocabulary test, which has been commonly used to examine participants' reading skill in Chinese studies (Yeung, Ho, Chan, & Chung, 2014;Wang et al, 2014;Meng et al, 2011;Yang & Bi, 2011;Yang et al, 2013;Qian & Bi, 2014). In this test, characters are divided into 10 groups based on reading difficulty (174 characters for the fourth graders and 210 characters for the fifth graders), which corresponds with the standard difficulty coefficient.…”

Nominación rápida y automática en alumnos de cuarto de Educación Primaria

“…Es decir, los disléxicos tardan más tiempo que los lectores normales al nominar las series de letras. Discusión Los resultados obtenidos en nuestro trabajo, al igual que en estudios similares, permiten afirmar que los disléxicos fueron más lentos y más inexactos a la hora de nominar series de estímulos conocidos (Bexkens, Van den Wildenberg & Tijms, 2015;Yeung, Ho, Chan & Chung, 2014;Semrud-Clikeman, Guy, Griffin & Hynd, 2000). Esta mayor lentitud e inexactitud se incrementa especialmente en las series de miscelánea, instrumentos musicales y nociones espaciales y se reduce considerablemente en las series de números y letras.…”