Word learning deficit among Chinese dyslexic children

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

doi:10.1017/s0305000905007154

Cited by 28 publications

(2 citation statements)

References 27 publications

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“…There are even fewer studies that have attempted to show the characteristics of reading comprehension and its related skills in Chinese dyslexic children, as distinct from that of typically developing children. More recently, Ho and her colleagues have showed that Chinese dyslexic children performed less well than average readers matched on reading level in learning irregular words over trials but not the regular ones (Ho, Chan, Tsang, Lee, & Chung 2006); and most of them were found performing poorer than expected of their age in rapid naming and orthographic processing tasks (Ho, Chan, Lee, Tsang, & Luan 2004). Further investigation into text comprehension and its associated cognitive and reading-related skills between dyslexic and typically developing children should be revealing.…”

Section: Introductionmentioning

confidence: 99%

Contribution of discourse and morphosyntax skills to reading comprehension in Chinese dyslexic and typically developing children

Chik

Yeung

et al. 2010

Ann. of Dyslexia

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This study aimed at identifying important skills for reading comprehension in Chinese dyslexic children and their typically developing counterparts matched on age (CA controls) or reading level (RL controls). The children were assessed on Chinese reading comprehension, cognitive, and reading-related skills. Results showed that the dyslexic children performed significantly less well than the CA controls but similarly to RL controls in most measures. Results of multiple regression analyses showed that word-level reading-related skills like oral vocabulary and word semantics were found to be strong predictors of reading comprehension among typically developing junior graders and dyslexic readers of senior grades, whereas morphosyntax, a text-level skill, was most predictive for typically developing senior graders. It was concluded that discourse and morphosyntax skills are particularly important for reading comprehension in the non-inflectional and topic-prominent Chinese system.

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Section: Introductionmentioning

confidence: 99%

Contribution of discourse and morphosyntax skills to reading comprehension in Chinese dyslexic and typically developing children

Chik

Yeung

et al. 2010

Ann. of Dyslexia

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“…Successful word recognition is therefore inevitably reliant on the ability to form correct association between visual word forms and their corresponding pronunciations (Ho, Chan, Tsang, Lee, & Chung, 2006;Li et al, 2009), in particular for beginning readers who are less likely to optimally utilize phonological cues to assist their word acquisitions. This may have contributed to the specific role of working memory for binding between visual and auditory-verbal modalities in predicting early progress in learning to read that was observed in this study.…”

Section: Discussionmentioning

confidence: 99%

Evaluating the developmental trajectory of the episodic buffer component of working memory and its relation to word recognition in children

Wang

Allen

Lee

et al. 2015

Journal of Experimental Child Psychology

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The creation of temporary bound representation of information from different sources is one of the key abilities attributed to the episodic buffer component of working memory. Whereas the role of working memory in word learning has received substantial attention, very little is known about the link between the development of word recognition skills and the ability to bind information in the episodic buffer of working memory, and how it may develop with age.This study examined the performance of Grade 2 (8 yrs old) and Grade 3 (9 yrs old) children and young adults on a task designed to measure their ability to bind visual and auditory-verbal information in working memory. ChildrenÕs performance on this task significantly correlated with their word recognition skills even when chronological age, memory for individual elements, and other possible reading-related factors were taken into account. In addition, clear developmental trajectories were observed, with improvements in the ability to hold temporary bound information in working memory between Grades 2 and 3, and between the children and adult groups, that were independent from memory for the individual elements. These findings suggest that the capacity to temporarily bind novel auditory-verbal information to visual form in working memory is linked to the development of word recognition in children, and improves with age.

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Disrupted white matter connectivity underlying developmental dyslexia: A machine learning approach

Cui

Xia

et al. 2016

Human Brain Mapping

154

136

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Developmental dyslexia has been hypothesized to result from multiple causes and exhibit multiple manifestations, implying a distributed multidimensional effect on human brain. The disruption of specific white-matter (WM) tracts/regions has been observed in dyslexic children. However, it remains unknown if developmental dyslexia affects the human brain WM in a multidimensional manner. Being a natural tool for evaluating this hypothesis, the multivariate machine learning approach was applied in this study to compare 28 school-aged dyslexic children with 33 age-matched controls. Structural magnetic resonance imaging (MRI) and diffusion tensor imaging were acquired to extract five multitype WM features at a regional level: white matter volume, fractional anisotropy, mean diffusivity, axial diffusivity, and radial diffusivity. A linear support vector machine (LSVM) classifier achieved an accuracy of 83.61% using these MRI features to distinguish dyslexic children from controls. Notably, the most discriminative features that contributed to the classification were primarily associated with WM regions within the putative reading network/system (e.g., the superior longitudinal fasciculus, inferior fronto-occipital fasciculus, thalamocortical projections, and corpus callosum), the limbic system (e.g., the cingulum and fornix), and the motor system (e.g., the cerebellar peduncle, corona radiata, and corticospinal tract). These results were well replicated using a logistic regression classifier. These findings provided direct evidence supporting a multidimensional effect of developmental dyslexia on WM connectivity of human brain, and highlighted the involvement of WM tracts/regions beyond the well-recognized reading system in dyslexia. Finally, the discriminating results demonstrated a potential of WM neuroimaging features as imaging markers for identifying dyslexic individuals.

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Word learning deficit among Chinese dyslexic children

Cited by 28 publications

References 27 publications

Contribution of discourse and morphosyntax skills to reading comprehension in Chinese dyslexic and typically developing children

Contribution of discourse and morphosyntax skills to reading comprehension in Chinese dyslexic and typically developing children

Evaluating the developmental trajectory of the episodic buffer component of working memory and its relation to word recognition in children

Disrupted white matter connectivity underlying developmental dyslexia: A machine learning approach

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