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Pan DJ, Meng X, Lee JR, Ng MCY, McBride C. The cognitive-linguistic profiles and academic performances of Chinese children with dyslexia across cultures: Beijing, Hong Kong, and Taipei. ANNALS OF DYSLEXIA 2024; 74:222-242. [PMID: 38319481 DOI: 10.1007/s11881-024-00301-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/06/2023] [Accepted: 01/21/2024] [Indexed: 02/07/2024]
Abstract
This study examined the cognitive-linguistic and literacy-related correlates of dyslexia in three Chinese cities and the English word reading and mathematics performances of Chinese children with dyslexia. Chinese children with/without dyslexia were measured with an equivalent test battery of literacy and mathematics in Beijing, Hong Kong, and Taipei. Univariate analysis results suggested that phonological sensitivity distinguished those with and without dyslexia across all three cities in group comparisons. In Taipei and Hong Kong, morphological awareness, delayed copying, and spelling also distinguished the groups. Logistic regression analyses demonstrated that Chinese character reading, as directly compared to Chinese word reading, also distinguished the groups particularly well. In addition, in Beijing and Hong Kong, children with dyslexia performed significantly less well in English word reading than those without dyslexia. In Hong Kong and Taipei, children with dyslexia also had difficulties in mathematics performance. Findings highlight the fundamental importance of some cognitive-linguistic skills for explaining Chinese dyslexia across cultures, the utility of recognizing the individual Chinese character as a foundational unit of analysis in Chinese across cultures, and the generalizability of the comorbidity of both English as a second language (L2) and mathematics with dyslexia in Chinese children in both Beijing and Hong Kong.
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Affiliation(s)
- Dora Jue Pan
- School of Humanities and Social Science, The Chinese University of Hong Kong (Shenzhen), Shenzhen, China
| | - Xiangzhi Meng
- School of Psychological and Cognitive Sciences, Beijing Key Laboratory of Behavior and Mental Health, Peking University, Beijing, China.
| | - Jun Ren Lee
- Department of Educational Psychology and Counseling, National Taiwan Normal University, Taipei, Taiwan
- Chinese Language and Technology Center, National Taiwan Normal University, Taipei, Taiwan
| | - Melody Chi Yi Ng
- Department of Psychology, The Chinese University of Hong Kong, Hong Kong, China
| | - Catherine McBride
- Department of Human Development and Family Science, Purdue University, West Lafayette, USA.
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Lee CSC. Executive functions underlie word reading and reading fluency in Chinese children with attention deficit/hyperactivity disorder, reading disabilities, and comorbid attention deficit/hyperactivity disorder and reading disabilities. Child Neuropsychol 2024; 30:60-86. [PMID: 36794401 DOI: 10.1080/09297049.2023.2179981] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/12/2022] [Accepted: 02/08/2023] [Indexed: 02/17/2023]
Abstract
The current study examined the executive function (EF) deficits and their roles in reading in one hundred and four Cantonese-speaking children with typical development, reading disabilities (RD), ADHD, and comorbid ADHD and RD (ADHD + RD). Children's EF and reading skills were measured. Analysis of variance results showed that all children with disorders manifested deficits in verbal and visuospatial short-term and working memory and behavioral inhibition. Moreover, children with ADHD and ADHD + RD also exhibited deficits in inhibition (IC and BI) and cognitive flexibility. These findings demonstrated that the EF deficits in Chinese children with RD, ADHD, and ADHD + RD are similar to those in their counterparts using alphabetic languages. However, children with ADHD + RD displayed more severe deficits in visuospatial working memory compared to children with RD and ADHD, which was inconsistent with that observed in children using alphabetic languages. Regression analysis results showed that verbal short-term memory was a significant predictor for both word reading and reading fluency in children with RD and ADHD + RD. Moreover, behavioral inhibition significantly predicted reading fluency in children with ADHD. These findings also agreed with previous studies. Collectively, the results of the current study showed that the EF deficits and their roles in reading found in Chinese children with RD, ADHD, and ADHD + RD are mainly consistent with children using alphabetic languages. However, more studies are still needed to confirm these findings, especially comparing the severity of working memory among these three disorders.
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Affiliation(s)
- Clara Shuk-Ching Lee
- Department of Rehabilitation Sciences, The Hong Kong Polytechnic University, Kowloon, Hong Kong
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Jhuo RA, Yang HM, Tsai HJ, Wang LC. How Does Visual Temporal Processing Affect Chinese Character Reading in Children With Dyslexia? From the Perspective of Inhibition. JOURNAL OF LEARNING DISABILITIES 2023:222194231207549. [PMID: 37942894 DOI: 10.1177/00222194231207549] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/10/2023]
Abstract
Given that inhibition interacts with visual temporal processing (VTP), the past evidence regarding the influence of VTP on the Chinese character reading of children with dyslexia may not disclose the whole picture without considering inhibition. Thus, the present study is among the first to investigate VTP and cognitive inhibition as well as their relationships to Chinese character reading. We compared the performances of 62 Chinese-speaking children with dyslexia in primary school (n = 62, Mage = 11.36 years) on VTP and inhibition tasks to those in a chronological-age-matched group (CA; n = 62, Mage = 11.57 years) and reading-level-matched group (RL; n = 62, Mage = 8.98 years). The results revealed that children with dyslexia performed worse than both the CA-matched and RL-matched groups in VTP and inhibition after controlling for age, nonverbal intelligence, and attention. Moreover, the relationship between VTP and Chinese character reading was moderated by inhibition in children with dyslexia. VTP is positively related to Chinese character reading, but this relationship is observed only at higher levels of inhibition. Our results suggest that inhibition plays a potential role in VTP and Chinese character reading, especially for those with dyslexia whose proficiency in inhibition is not as intact as that of typically developing children.
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Affiliation(s)
| | | | | | - Li-Chih Wang
- The Education University of Hong Kong, Tai Po, Hong Kong
- National Tsing Hua University, Hsinchu City, Taiwan
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4
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Wu H, Lu H, Lin Q, Zhang Y, Liu Q. Reduced audiovisual temporal sensitivity in Chinese children with dyslexia. Front Psychol 2023; 14:1126720. [PMID: 37151347 PMCID: PMC10157467 DOI: 10.3389/fpsyg.2023.1126720] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/18/2022] [Accepted: 03/30/2023] [Indexed: 05/09/2023] Open
Abstract
Background Temporal processing deficits regarding audiovisual cross-modal stimuli could affect children's speed and accuracy of decoding. Aim To investigate the characteristics of audiovisual temporal sensitivity (ATS) in Chinese children, with and without developmental dyslexia and its impact on reading ability. Methods The audiovisual simultaneity judgment and temporal order judgment tasks were performed to investigate the ATS of 106 Chinese children (53 with dyslexia) aged 8 to 12 and 37 adults without a history of dyslexia. The predictive effect of children's audiovisual time binding window on their reading ability and the effects of extra cognitive processing in the temporal order judgment task on participants' ATS were also investigated. Outcomes and results With increasing inter-stimulus intervals, the percentage of synchronous responses in adults declined more rapidly than in children. Adults and typically developing children had significantly narrower time binding windows than children with dyslexia. The size of visual stimuli preceding auditory stimuli time binding window had a marginally significant predictive effect on children's reading fluency. Compared with the simultaneity judgment task, the extra cognitive processing of the temporal order judgment task affected children's ATS. Conclusion and implications The ATS of 8-12-year-old Chinese children is immature. Chinese children with dyslexia have lower ATS than their peers.
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Affiliation(s)
- Huiduo Wu
- College of Child Development and Education, Zhejiang Normal University, Hangzhou, China
| | - Haidan Lu
- Faculty of Education, East China Normal University, Shanghai, China
| | - Qing Lin
- Department of Preschool Education, China Women’s University, Beijing, China
| | - Yuhong Zhang
- The College of Education Science, Xinjiang Normal University, Urumqi, China
| | - Qiaoyun Liu
- Faculty of Education, East China Normal University, Shanghai, China
- *Correspondence: Qiaoyun Liu,
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Wang LC, Xu Z, Liu D, Kwan-Chen LLY, Chung KKH, Cho HY, Chen JK. Age differences in the relation between Chinese students’ prosodic sensitivity and reading comprehension: From nine to fifteen years. COGNITIVE DEVELOPMENT 2022. [DOI: 10.1016/j.cogdev.2022.101234] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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6
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Sex differences in perceptual processing of Chinese characters emerge in middle-grade primary school children. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03337-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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Al-Dokhny AA, Bukhamseen AM, Drwish AM. Influence of assistive technology applications on dyslexic students: The case of Saudi Arabia during the COVID-19 pandemic. EDUCATION AND INFORMATION TECHNOLOGIES 2022; 27:12213-12249. [PMID: 35668902 PMCID: PMC9136755 DOI: 10.1007/s10639-022-11090-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/13/2021] [Accepted: 05/01/2022] [Indexed: 06/12/2023]
Abstract
In Saudi Arabia, the COVID-19 pandemic forced students with dyslexia to complete their learning through online applications, like their peers without dyslexia. This study explores the influence of assistive technology (AT) on improving the visual perception (VP) and phonological processing (PhP) abilities of students with dyslexia. Three learning applications were used (Google Classroom, Zoom, and Quizlet) as AT platforms. A quantitative approach was adopted based on a quasi-experimental design. Single-subject experimental methods were used to examine the influence of AT on improving students' VP, PhP, and frequency of access (FA). Fourteen students with dyslexia who were selected as participants through purposeful sampling were divided into two experimental groups based on gender. The results showed that AT influenced the VP, PhP, and FA in both experimental groups. Girls scored higher than boys in VP, PhP, and FA, and a positive correlation was found between VP and PhP with AT applications among girls and boys. A simple linear regression analysis showed that a significant and positive relationship exists between FA and the VP and PhP abilities of students with dyslexia through AT applications.
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Xu Z, Wang LC, Liu D, Chen Y, Tao L. The Moderation Effect of Processing Efficiency on the Relationship Between Visual Working Memory and Chinese Character Recognition. Front Psychol 2020; 11:1899. [PMID: 32849112 PMCID: PMC7422728 DOI: 10.3389/fpsyg.2020.01899] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/22/2020] [Accepted: 07/09/2020] [Indexed: 11/24/2022] Open
Abstract
To investigate the underlying mechanism of the relationship between visual working memory (VWM) and Chinese character recognition, and the moderation effect of processing efficiency on this relationship, 154 first-grade students were administered a battery of tasks for VWM, rapid temporal processing, and Chinese character reading. In the VWM task, the children were asked to remember the jumping routes of a frog and report these routes in reverse sequence. The longest span for which each participant could respond correctly at least four times out of six was the VWM index. In the task of temporal order judgement, the participants were asked to select which of two balls was presented first, with stimulus onset asynchronies varying from 8 to 492 ms according to an adaptive psychophysical procedure. Visual temporal order threshold (VTOT) was utilized as an indicator of processing efficiency. The participants were asked to read 100 characters aloud to measure their word-level reading abilities in Chinese character recognition. After controlling age, non-verbal intelligence, visual short-term memory, morphological awareness, and orthographic awareness, the results of a moderation effect analysis showed that (1) both VWM and visual VTOT predicted Chinese character reading, and (2) the moderation effect of VTOT on the VWM-reading link was significant (p = 0.001). The correlation between VWM and Chinese character reading was positive and significant when VTOTs were above average (i.e., smaller than 87.14 ms); however, the correlation was negative at relatively poor levels of VTOTs (i.e., larger than 231.44 ms).
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Affiliation(s)
- Zhengye Xu
- Department of Special Education and Counselling, The Education University of Hong Kong, Tai Po, Hong Kong
| | - Li-Chih Wang
- Department of Special Education and Counselling, The Education University of Hong Kong, Tai Po, Hong Kong
- Integrated Centre for Wellbeing, The Education University of Hong Kong, Tai Po, Hong Kong
- Centre for Child and Family Science, The Education University of Hong Kong, Tai Po, Hong Kong
| | - Duo Liu
- Department of Special Education and Counselling, The Education University of Hong Kong, Tai Po, Hong Kong
- Integrated Centre for Wellbeing, The Education University of Hong Kong, Tai Po, Hong Kong
- Centre for Child and Family Science, The Education University of Hong Kong, Tai Po, Hong Kong
- *Correspondence: Duo Liu,
| | | | - Li Tao
- Xuefu Middle School, Shenzhen, China
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9
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Meilleur A, Foster NEV, Coll SM, Brambati SM, Hyde KL. Unisensory and multisensory temporal processing in autism and dyslexia: A systematic review and meta-analysis. Neurosci Biobehav Rev 2020; 116:44-63. [PMID: 32544540 DOI: 10.1016/j.neubiorev.2020.06.013] [Citation(s) in RCA: 31] [Impact Index Per Article: 7.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/28/2019] [Revised: 06/01/2020] [Accepted: 06/08/2020] [Indexed: 12/28/2022]
Abstract
This study presents a comprehensive systematic review and meta-analysis of temporal processing in autism spectrum disorder (ASD) and developmental dyslexia (DD), two neurodevelopmental disorders in which temporal processing deficits have been highly researched. The results provide strong evidence for impairments in temporal processing in both ASD (g = 0.48) and DD (g = 0.82), as measured by judgments of temporal order and simultaneity. In individual analyses, multisensory temporal processing was impaired for both ASD and DD, and unisensory auditory, visual and tactile processing were all impaired in DD. In ASD, speech stimuli showed moderate impairment effect sizes, whereas nonspeech stimuli showed small effects. Greater reading and spelling skills in DD were associated with greater temporal precision. Temporal deficits did not show changes with age in either disorder. In addition to more clearly defining temporal impairments in ASD and DD, the results highlight common and distinct patterns of temporal processing between these disorders. Deficits are discussed in relation to existing theoretical models, and recommendations are made for future research.
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Affiliation(s)
- Alexa Meilleur
- International Laboratory for Brain, Music and Sound Research (BRAMS), Department of Psychology, University of Montreal, Marie-Victorin Building, 90 Avenue Vincent D'Indy, Montréal, QC, H2V 2S9, Canada; Department of Psychology, University of Montréal, Marie-Victorin Building, 90 avenue Vincent-d'Indy, Suite D-418, Montréal, QC, H3C 3J7, Canada; Centre for Research on Brain, Language and Music, Faculty of Medicine, McGill University, Rabinovitch house, 3640 de la Montagne, Montréal, QC, H3G 2A8, Canada.
| | - Nicholas E V Foster
- International Laboratory for Brain, Music and Sound Research (BRAMS), Department of Psychology, University of Montreal, Marie-Victorin Building, 90 Avenue Vincent D'Indy, Montréal, QC, H2V 2S9, Canada; Department of Psychology, University of Montréal, Marie-Victorin Building, 90 avenue Vincent-d'Indy, Suite D-418, Montréal, QC, H3C 3J7, Canada; Centre for Research on Brain, Language and Music, Faculty of Medicine, McGill University, Rabinovitch house, 3640 de la Montagne, Montréal, QC, H3G 2A8, Canada
| | - Sarah-Maude Coll
- International Laboratory for Brain, Music and Sound Research (BRAMS), Department of Psychology, University of Montreal, Marie-Victorin Building, 90 Avenue Vincent D'Indy, Montréal, QC, H2V 2S9, Canada; Department of Psychology, University of Montréal, Marie-Victorin Building, 90 avenue Vincent-d'Indy, Suite D-418, Montréal, QC, H3C 3J7, Canada; Centre for Research on Brain, Language and Music, Faculty of Medicine, McGill University, Rabinovitch house, 3640 de la Montagne, Montréal, QC, H3G 2A8, Canada
| | - Simona M Brambati
- Department of Psychology, University of Montréal, Marie-Victorin Building, 90 avenue Vincent-d'Indy, Suite D-418, Montréal, QC, H3C 3J7, Canada; Centre for Research on Brain, Language and Music, Faculty of Medicine, McGill University, Rabinovitch house, 3640 de la Montagne, Montréal, QC, H3G 2A8, Canada; Centre de Recherche de l'Institut Universitaire de Gériatrie de Montréal, 4545 Chemin Queen Mary, Montréal, QC, H3W 1W4, Canada
| | - Krista L Hyde
- International Laboratory for Brain, Music and Sound Research (BRAMS), Department of Psychology, University of Montreal, Marie-Victorin Building, 90 Avenue Vincent D'Indy, Montréal, QC, H2V 2S9, Canada; Department of Psychology, University of Montréal, Marie-Victorin Building, 90 avenue Vincent-d'Indy, Suite D-418, Montréal, QC, H3C 3J7, Canada; Centre for Research on Brain, Language and Music, Faculty of Medicine, McGill University, Rabinovitch house, 3640 de la Montagne, Montréal, QC, H3G 2A8, Canada
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10
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The link between auditory temporal processing and knowledge of the phonological coding system in learning to read Chinese. LEARNING AND INDIVIDUAL DIFFERENCES 2020. [DOI: 10.1016/j.lindif.2020.101883] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
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11
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Tong X, Leung WWS, Tong X. Visual statistical learning and orthographic awareness in Chinese children with and without developmental dyslexia. RESEARCH IN DEVELOPMENTAL DISABILITIES 2019; 92:103443. [PMID: 31374382 DOI: 10.1016/j.ridd.2019.103443] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/05/2018] [Revised: 06/26/2019] [Accepted: 07/07/2019] [Indexed: 06/10/2023]
Abstract
This study examined the role of visual statistical learning in reading and writing and its relationship to orthographic awareness in Hong Kong Chinese children with and without developmental dyslexia. Thirty-five 7- to 8-year-old children with developmental dyslexia and 37 chronologically age-matched controls were tested on visual statistical learning, orthographic awareness, nonverbal cognitive ability, Chinese word reading, and word dictation tasks. Visual statistical learning was assessed using a triplet learning paradigm that required children to detect the temporal order of visual stimuli. Orthographic awareness was measured with a novel character invention task that required children to create pseudocharacters using untaught stroke patterns according to the rules of Chinese character orthography. Children with dyslexia performed significantly worse than their age-matched controls on both the visual statistical learning and orthographic awareness tasks. Furthermore, visual statistical learning was significantly associated with orthographic awareness and word reading. These findings suggest that Chinese children with dyslexia are impaired in visual statistical learning and that such deficits may be related to disrupted orthographic learning abilities, thereby contributing to their reading difficulties.
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Affiliation(s)
- Xiuhong Tong
- Department of Psychology, The Education University of Hong Kong, Hong Kong
| | - Wincy Wing Si Leung
- Division of Speech and Hearing Sciences, Faculty of Education, The University of Hong Kong, Hong Kong
| | - Xiuli Tong
- Division of Speech and Hearing Sciences, Faculty of Education, The University of Hong Kong, Hong Kong.
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12
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Liu S, Wang LC, Liu D. Auditory, Visual, and Cross-Modal Temporal Processing Skills Among Chinese Children With Developmental Dyslexia. JOURNAL OF LEARNING DISABILITIES 2019; 52:431-441. [PMID: 31313628 DOI: 10.1177/0022219419863766] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
The present study examined whether temporal processing (TP) is associated with reading of a non-alphabetic script, that is, Chinese. A total of 126 primary school-aged Chinese children from Taiwan (63 children with dyslexia) completed cross-modal, visual, and auditory temporal order judgment tasks and measures of Chinese reading and literacy-related skills. The results showed that typically developing children and children with dyslexia differed in all TP skills. Structural equation modeling indicated that cross-modal TP contributed independently to character recognition in the entire sample if the significant effects of phonological awareness, orthographic knowledge, and rapid automatized naming were considered. The multi-sample analysis showed that TP did not predict reading in the typical group after controlling for literacy-related skills, but visual and cross-modal TP skills independently contributed to reading in the group with dyslexia in addition to literacy-related skills. Finally, the path analysis indicated that in the typical group, separate TP skills affected reading through literacy-related skills, but visual and cross-modal TP skills had direct effects on character reading in the group with dyslexia. These findings suggest that TP is more important for reading in children with dyslexia than in typically developing children, and the roles of TP in dyslexia require further examination.
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Affiliation(s)
- Sisi Liu
- The Education University of Hong Kong, Hong Kong
| | - Li-Chih Wang
- The Education University of Hong Kong, Hong Kong
| | - Duo Liu
- The Education University of Hong Kong, Hong Kong
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13
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Wang LC, Liu D, Xu Z. Distinct effects of visual and auditory temporal processing training on reading and reading-related abilities in Chinese children with dyslexia. ANNALS OF DYSLEXIA 2019; 69:166-185. [PMID: 30671864 DOI: 10.1007/s11881-019-00176-8] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/30/2018] [Accepted: 01/04/2019] [Indexed: 06/09/2023]
Abstract
This study aimed to examine the effects of temporal processing training on the reading abilities of Chinese children with dyslexia. In total, 69 Chinese children with dyslexia in grades three through six were recruited in Taiwan. The children were divided into the following three equal groups: (1) auditory temporal processing training group, (2) visual temporal processing training group, and (3) control group with no specific training. The participants in both training groups received instruction with identical durations (30-40 min), intensities (12 times in total), and frequencies (three to four times per week). The participants in the control group were asked to independently surf some specified websites using devices similar to those used by the two experimental groups for an identical duration, intensity, and frequency. Our results indicated that the two groups who received temporal processing training exhibited significant correlations among Chinese character reading, rapid naming, and corresponding reading-related abilities, while visual temporal processing served as a significant predictor of Chinese character reading ability even if all background data, reading-related abilities, and auditory temporal processing were introduced first. Additionally, significant interactions were found between the Groups and Tested sessions in all the measures, except for phonological awareness, confirming the distinct effects of different temporal processing on most measures involved in this study. Further simple main effects revealed that only those who received the visual temporal processing training gained benefits in the corresponding reading-related ability (i.e., orthographic knowledge) and far-transfer to Chinese character reading.
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Affiliation(s)
- Li-Chih Wang
- Department of Special Education and Counselling, The Education University of Hong Kong, Hong Kong, China.
- Integrated Centre for Wellbeing, The Education University of Hong Kong, Hong Kong, China.
| | - Duo Liu
- Department of Special Education and Counselling, The Education University of Hong Kong, Hong Kong, China
- Integrated Centre for Wellbeing, The Education University of Hong Kong, Hong Kong, China
| | - Zhengye Xu
- Department of Special Education and Counselling, The Education University of Hong Kong, Hong Kong, China
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Efficacy of dynamic visuo-attentional interventions for reading in dyslexic and neurotypical children: A systematic review. Neurosci Biobehav Rev 2019; 100:58-76. [DOI: 10.1016/j.neubiorev.2019.02.015] [Citation(s) in RCA: 29] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/13/2018] [Revised: 12/10/2018] [Accepted: 02/19/2019] [Indexed: 11/21/2022]
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15
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Wang LC. Effects of Phonological Training on the Reading and Reading-Related Abilities of Hong Kong Children with Dyslexia. Front Psychol 2017; 8:1904. [PMID: 29163285 PMCID: PMC5671595 DOI: 10.3389/fpsyg.2017.01904] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/28/2017] [Accepted: 10/13/2017] [Indexed: 11/13/2022] Open
Abstract
This study aimed to investigate phonological awareness training by examining outcomes among Chinese children who learn Chinese without phonetic system training. Fifty-six Hong Kong children from the 3rd to 6th grades were recruited. Two-thirds of the children had been officially identified as dyslexic by the local government, and the remainder were considered high risk for dyslexia. The children were divided equally into a control group and an experimental group, with the groups matched as closely as possible by age and gender. Children in the experimental group were trained by onset-rime-level phonological training. The training lasted ~3 weeks, with 15 daily sessions lasting ~20 min each. Our results indicated that children in the experimental group made significant improvements in Chinese character reading, onset awareness, rime awareness, and rapid naming after training. The association between phonological awareness and Chinese character reading, especially the association between rime awareness and Chinese character reading, also changed after training. The benefits of phonological awareness training were more obvious for children younger than 10 years old. The results of the present study can be extended to provide another approach to Chinese learning for children suffering from reading difficulties who are not responding to the usual approach in their region.
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Affiliation(s)
- Li-Chih Wang
- Department of Special Education and Counselling, Education University of Hong Kong, Tai Po, Hong Kong
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