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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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Zhang Y, Huang J, Huang L, Peng L, Wang X, Zhang Q, Zeng Y, Yang J, Li Z, Sun X, Liang S. Atypical characteristic changes of surface morphology and structural covariance network in developmental dyslexia. Neurol Sci 2024; 45:2261-2270. [PMID: 37996775 DOI: 10.1007/s10072-023-07193-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/24/2023] [Accepted: 11/03/2023] [Indexed: 11/25/2023]
Abstract
BACKGROUND Developmental dyslexia (DD) is a neurodevelopmental disorder that is characterized by difficulties with all aspects of information acquisition in the written word, including slow and inaccurate word recognition. The neural basis behind DD has not been fully elucidated. METHOD The study included 22 typically developing (TD) children, 16 children with isolated spelling disorder (SpD), and 20 children with DD. The cortical thickness, folding index, and mean curvature of Broca's area, including the triangular part of the left inferior frontal gyrus (IFGtriang) and the opercular part of the left inferior frontal gyrus, were assessed to explore the differences of surface morphology among the TD, SpD, and DD groups. Furthermore, the structural covariance network (SCN) of the triangular part of the left inferior frontal gyrus was analyzed to explore the changes of structural connectivity in the SpD and DD groups. RESULTS The DD group showed higher curvature and cortical folding of the left IFGtriang than the TD group and SpD group. In addition, compared with the TD group and the SpD group, the structural connectivity between the left IFGtriang and the left middle-frontal gyrus and the right mid-orbital frontal gyrus was increased in the DD group, and the structural connectivity between the left IFGtriang and the right precuneus and anterior cingulate was decreased in the DD group. CONCLUSION DD had atypical structural connectivity in brain regions related to visual attention, memory and which might impact the information input and integration needed for reading and spelling.
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Affiliation(s)
- Yusi Zhang
- National-Local Joint Engineering Research Center of Rehabilitation Medicine Technology, Fujian University of Traditional Chinese Medicine, Fuzhou, 350122, China
- College of Rehabilitation Medicine, Fujian University of Traditional Chinese Medicine, Fuzhou, 350122, China
- Rehabilitation Industry Institute, Fujian University of Traditional Chinese Medicine, Fuzhou, 350122, China
- Fujian Key Laboratory of Cognitive Rehabilitation, Affiliated Rehabilitation Hospital of Fujian University of Traditional Chinese Medicine, Fuzhou, 350001, Fujian, China
| | - Jiayang Huang
- National-Local Joint Engineering Research Center of Rehabilitation Medicine Technology, Fujian University of Traditional Chinese Medicine, Fuzhou, 350122, China
- College of Rehabilitation Medicine, Fujian University of Traditional Chinese Medicine, Fuzhou, 350122, China
| | - Li Huang
- National-Local Joint Engineering Research Center of Rehabilitation Medicine Technology, Fujian University of Traditional Chinese Medicine, Fuzhou, 350122, China
- College of Rehabilitation Medicine, Fujian University of Traditional Chinese Medicine, Fuzhou, 350122, China
| | - Lixin Peng
- National-Local Joint Engineering Research Center of Rehabilitation Medicine Technology, Fujian University of Traditional Chinese Medicine, Fuzhou, 350122, China
- College of Rehabilitation Medicine, Fujian University of Traditional Chinese Medicine, Fuzhou, 350122, China
| | - Xiuxiu Wang
- National-Local Joint Engineering Research Center of Rehabilitation Medicine Technology, Fujian University of Traditional Chinese Medicine, Fuzhou, 350122, China
- College of Rehabilitation Medicine, Fujian University of Traditional Chinese Medicine, Fuzhou, 350122, China
| | - Qingqing Zhang
- College of Rehabilitation Medicine, Fujian University of Traditional Chinese Medicine, Fuzhou, 350122, China
| | - Yi Zeng
- College of Rehabilitation Medicine, Fujian University of Traditional Chinese Medicine, Fuzhou, 350122, China
| | - Junchao Yang
- National-Local Joint Engineering Research Center of Rehabilitation Medicine Technology, Fujian University of Traditional Chinese Medicine, Fuzhou, 350122, China
- College of Rehabilitation Medicine, Fujian University of Traditional Chinese Medicine, Fuzhou, 350122, China
| | - Zuanfang Li
- National-Local Joint Engineering Research Center of Rehabilitation Medicine Technology, Fujian University of Traditional Chinese Medicine, Fuzhou, 350122, China
| | - Xi Sun
- College of Information Engineering, Nanyang Institute of Technology, Nanyang, 473004, China
| | - Shengxiang Liang
- National-Local Joint Engineering Research Center of Rehabilitation Medicine Technology, Fujian University of Traditional Chinese Medicine, Fuzhou, 350122, China.
- Rehabilitation Industry Institute, Fujian University of Traditional Chinese Medicine, Fuzhou, 350122, China.
- Fujian Key Laboratory of Cognitive Rehabilitation, Affiliated Rehabilitation Hospital of Fujian University of Traditional Chinese Medicine, Fuzhou, 350001, Fujian, China.
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Chung KKH, Lam CB, Chan KSC, Lee ASY, Liu CC, Wang LC. Are General Anxiety, Reading Anxiety, and Reading Self-Concept Linked to Reading Skills Among Chinese Adolescents With and Without Dyslexia? JOURNAL OF LEARNING DISABILITIES 2024; 57:106-119. [PMID: 37415489 DOI: 10.1177/00222194231181914] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/08/2023]
Abstract
This study investigated the cross-sectional relationships between reading-related affective and cognitive factors and reading skills among adolescents with and without dyslexia. Participants were 120 Chinese-speaking eighth graders, including 60 adolescents with dyslexia and 60 typically developing adolescents from Hong Kong, China. Adolescents completed questionnaires on general anxiety, reading anxiety, and reading self-concept. They were also assessed on measures of rapid digit naming, verbal working memory, word reading, reading fluency, and reading comprehension. The results showed that readers with dyslexia reported higher levels of general anxiety and reading anxiety and lower levels of reading self-concept than typical readers. They also showed difficulties in rapid digit naming and verbal working memory. Importantly, controlling for rapid digit naming and verbal working memory, reading self-concept was uniquely associated with word reading and reading fluency for readers with and without dyslexia. Furthermore, reading anxiety and reading self-concept were uniquely associated with reading comprehension for the two groups of readers. The findings point to the importance of considering affective factors when examining the reading skills of Chinese readers and the utility of targeting these factors when supporting the learning of adolescents with and without dyslexia.
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Affiliation(s)
| | - Chun Bun Lam
- The Education University of Hong Kong, Tai Po, Hong Kong
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Chan K, Chung KKH, Lam CB. What are the cognitive-linguistic profiles and subtypes of Chinese adolescents with dyslexia? DYSLEXIA (CHICHESTER, ENGLAND) 2023; 29:369-384. [PMID: 37528049 DOI: 10.1002/dys.1748] [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: 10/26/2022] [Revised: 06/28/2023] [Accepted: 07/11/2023] [Indexed: 08/03/2023]
Abstract
While research has identified multiple deficits that may lead to dyslexia, the profiles of adolescents with dyslexia and dyslexia subtypes are yet fully understood. This study examined the profiles of Chinese adolescents with dyslexia and identified dyslexia subtypes. Adolescents from grades 7 to 9 (n = 184, 92 with dyslexia) were evaluated on morphological skills, visual-orthographic knowledge, rapid naming, working memory, word reading, word spelling, reading fluency and reading comprehension. The results revealed that adolescents with dyslexia performed less well on the cognitive-linguistic and literacy measures than typically developing adolescents. A logistic regression analysis also showed that morphological skills, visual-orthographic knowledge and rapid naming were significantly predictive of dyslexia status. Using cluster analysis and guided by the multiple deficit hypothesis, this study identified four dyslexia subtypes: morphological deficit, visual-orthographic knowledge deficit, rapid naming deficit and global deficit showing multiple cognitive-linguistic and literacy problems. Understanding the profiles and subtypes of dyslexia could enable educational psychologists and educators to select appropriate assessment measures and develop intervention strategies to support the learning of Chinese adolescents with dyslexia.
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Affiliation(s)
- Kevin Chan
- Centre for Child and Family Science, The Education University of Hong Kong, Hong Kong, China
| | - Kevin Kien Hoa Chung
- Centre for Child and Family Science, The Education University of Hong Kong, Hong Kong, China
- Department of Early Childhood Education, The Education University of Hong Kong, Hong Kong, China
| | - Chun Bun Lam
- Centre for Child and Family Science, The Education University of Hong Kong, Hong Kong, China
- Department of Early Childhood Education, The Education University of Hong Kong, Hong Kong, China
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Jiang Y, Gai X, Üstün-Yavuz MS, Zhang M, Thomson JM. A meta-analysis of training effects on English phonological awareness and reading in native Chinese speakers. Psych J 2023; 12:599-617. [PMID: 37532234 DOI: 10.1002/pchj.675] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/06/2022] [Accepted: 06/30/2023] [Indexed: 08/04/2023]
Abstract
Enhancing English phonological awareness is critical in promoting native English speakers' reading development. However, less attention has been paid to the role of phonological awareness development for English language learners in a logographic context. This meta-analysis aims to evaluate the effectiveness of training native Chinese speakers' English phonological awareness and reading across age groups. Thirty-three articles, including 37 independent samples, were identified as training studies that reported English phonological awareness as an outcome measure, and 16 articles, including 17 independent samples, featured training studies that reported reading as an outcome measure. Results based on a random-effect model revealed the effect sizes for overall English phonological awareness (including English syllable awareness, phoneme awareness, and rhyme awareness) and overall reading (including word reading and pseudoword reading) were g = 0.651 (n = 3137) and g = 0.498 (n = 1506), respectively. Specifically, instructional training exerted a small impact on word reading (g = 0.297), moderate effects on syllable awareness (g = 0.468) and pseudoword reading (g = 0.586), a medium to large effect on phoneme awareness (g = 0.736), and a large impact on rhyme awareness (g = 0.948). The moderator analyses yielded several significant findings. Regarding the English phonological awareness outcome, programs integrating lexical semantic knowledge exhibited the largest trend in enhancing native Chinese speakers' skills. Among all age groups, upper elementary students benefited most from instructional training. Furthermore, more intensive training had a greater impact than less intensive training. In terms of the reading outcome, similar to English phonological awareness findings, upper elementary students realized the greatest improvements. Additionally, unpublished articles indicated a larger training effect on reading than published ones. These findings provide practitioners with guidelines for delivering effective instruction to promote phonological awareness and reading ability for English language learners in a logographic language context.
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Affiliation(s)
- Ying Jiang
- School of Psychology, Northeast Normal University, Changchun, China
| | - Xiaosong Gai
- School of Psychology, Northeast Normal University, Changchun, China
| | - Meryem S Üstün-Yavuz
- Division of Human Communication Sciences, Health Sciences School, University of Sheffield, Sheffield, UK
| | - Mingzhe Zhang
- Faculty of Psychology, Tianjin Normal University, Tianjin, China
| | - Jenny M Thomson
- Division of Human Communication Sciences, Health Sciences School, University of Sheffield, Sheffield, UK
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Cheah ZRE, Ye Y, Lui KFH, McBride C, Maurer U. Spelling as a way to classify poor Chinese-English literacy skills in Hong Kong Chinese children. ANNALS OF DYSLEXIA 2023; 73:90-108. [PMID: 35763132 DOI: 10.1007/s11881-022-00262-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/30/2021] [Accepted: 05/22/2022] [Indexed: 05/21/2023]
Abstract
Previous work has predominantly focused on word reading in studying literacy difficulties; very little work has focused on spelling difficulty instead. The present study adopted spelling (dictation) as the criterion to classify poor literacy skills in Hong Kong Chinese-English bilingual children. We examined the cognitive-linguistic skills profiles across four groups of children with different spelling abilities. Based on performances on Chinese and English dictation (criterion = below 25% in a larger sample), four groups were identified, 21 poor spellers of Chinese (PC), 18 poor spellers of English (PE), 27 poor spellers of both languages (PB), and 30 good spellers of both scripts (GB). Measures on language-specific tests of cognitive-linguistic skills (phonological awareness, lexical decision, morphological awareness, rapid naming, and delayed copying) were included to compare the degree of deficit exhibited by each group. With age, grade, and non-verbal intelligence controlled, one-way ANCOVA results revealed that, compared to GB, PC manifested significant deficits in Chinese-delayed copying but scored similarly on all English cognitive-linguistic skills. PE and PB showed significant deficits in Chinese and English phonological awareness compared to PC; they were significantly weaker in English-delayed copying, morphological awareness, and rapid naming (RAN). The PB group was significantly slower in both Chinese and English RAN compared to GB. Findings highlight the critical role of delayed copying in distinguishing poor spellers in both Chinese and English, the importance of phonological awareness for spelling in English but not in Chinese, and the role of automaticity in bilingual spelling difficulties.
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Affiliation(s)
- Zebedee Rui En Cheah
- Department of Psychology, The Chinese University of Hong Kong, Room 333 Sino Building, Shatin, Hong Kong
| | - Yanyan Ye
- Department of Psychology, The Chinese University of Hong Kong, Room 333 Sino Building, Shatin, Hong Kong
| | - Kelvin Fai Hong Lui
- Wofoo Joseph Lee Consulting and Counselling Psychology Research Centre, Lingnan University, Tuen Mun, Hong Kong
| | - Catherine McBride
- Department of Psychology, The Chinese University of Hong Kong, Room 333 Sino Building, Shatin, Hong Kong.
| | - Urs Maurer
- Department of Psychology, The Chinese University of Hong Kong, Room 333 Sino Building, Shatin, Hong Kong
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Kuester-Gruber S, Faisst T, Schick V, Righetti G, Braun C, Cordey-Henke A, Klosinski M, Sun CC, Trauzettel-Klosinski S. Is learning a logographic script easier than reading an alphabetic script for German children with dyslexia? PLoS One 2023; 18:e0282200. [PMID: 36827407 PMCID: PMC9956901 DOI: 10.1371/journal.pone.0282200] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/16/2021] [Accepted: 01/30/2023] [Indexed: 02/26/2023] Open
Abstract
PURPOSE Developmental dyslexia in alphabetic languages (DD) is characterized by a phonological deficit. Since logographic scripts rely predominantly on visual and morphological processing, reading performance in DD can be assumed to be less impaired when reading logographic scripts. METHODS 40 German-speaking children (18 with DD, 22 not reading-impaired-group C; 9-11 years) received Chinese lessons. Eye movements (EM) were recorded during naming single alphabetic words, pictures (confrontational) and Chinese characters to be named in German and Chinese. The main outcome variables were: Articulation latency, numbers and durations of fixations. Quality of life (QoL) was assessed by questionnaires. RESULTS While reading alphabetic words, articulation latencies and numbers of fixations were significantly higher for group DD than for group C (AL-DD = 1.13, AL-C = 0.84, p< .001; FN-DD = 3.50; FN-C = 2.00, p< .001). For naming pictures and Chinese characters in German and in Chinese, no significant group differences were found for any of the EM variables. The percentage of correct answers was high for German naming (DD = 86.67%, C = 95.24%; p = .015) and lower for Chinese naming in both groups, but significantly lower in group DD, especially for Chinese naming (DD = 56.67%, C: 83.77%; p = .003). QoL differed between groups from the children's perspective only at posttest. Parents of group DD perceived their children`s QoL to be lower compared with parents of group C at pre- and posttest. CONCLUSIONS Children with dyslexia performed as well as group C during naming Chinese characters in German and in Chinese regarding their EM variables, presumably because they processed Chinese characters by the visuo-spatial pathway with direct access to the semantic system. However, the significantly lower percentage of correct answers especially during Chinese naming showed that group DD had more difficulties naming Chinese characters than group C, which could be attributed to their phonological deficit, among other factors. TRIAL REGISTRATION German clinical trials register (DRKS00015697).
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Affiliation(s)
- Stephan Kuester-Gruber
- Vision Rehabilitation Research Unit, Center for Ophthalmology, University of Tuebingen, Tuebingen, Germany
| | - Theda Faisst
- Vision Rehabilitation Research Unit, Center for Ophthalmology, University of Tuebingen, Tuebingen, Germany
| | - Vera Schick
- China Center Tuebingen, Erich Paulun Institute, University of Tuebingen, Tuebingen, Germany
| | | | - Christoph Braun
- MEG-Center, University of Tuebingen, Tuebingen, Germany
- Hertie Institute for Clinical Brain Research, University of Tuebingen, Tuebingen, Germany
- DiPSCO, Department of Psychology and Cognitive Science, University of Trento, Rovereto, Italy
- Center for Mind/Brain Sciences, University of Trento, Rovereto, Italy
| | - Angelika Cordey-Henke
- Vision Rehabilitation Research Unit, Center for Ophthalmology, University of Tuebingen, Tuebingen, Germany
| | - Matthias Klosinski
- Department of Child and Adolescent Psychiatry and Psychotherapy, University Hospital Munich, LMU Munich, Muenchen, Germany
| | - Ching-Chu Sun
- Department of General Linguistics, University of Tuebingen, Tuebingen, Germany
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Yan X, Perkins K, Cao F. A hierarchical deficit model of reading disability: Evidence from dynamic causal modelling analysis. Neuropsychologia 2021; 154:107777. [PMID: 33549584 DOI: 10.1016/j.neuropsychologia.2021.107777] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/12/2020] [Revised: 02/01/2021] [Accepted: 02/03/2021] [Indexed: 12/16/2022]
Abstract
Deficits have been documented in visuo-orthographic processing as well as phonological retrieval/manipulation during visual word reading in individuals with reading disability (RD); however, the relationship between these deficits remains unclear. Previously, we found that during word reading, visuo-orthographic deficit appears to be a neural signature of RD, but deficits in phonological retrieval/manipulation appears to be a consequence of being RD (Cao et al., 2020). Therefore, in the current study, we directly tested the hypothesis that during visual word reading, deficit in phonological retrieval/manipulation may result from weakened input from visuo-orthographic regions, and that this relationship tends to be universal across languages. We conducted a dynamic causal modelling analysis of fMRI data from Chinese-English bilingual children (9-11 years, N = 78) with or without RD during a visual word rhyming judgment task. We found a weaker connection from the left inferior temporal gyrus (ITG) to the left dorsal inferior frontal gyrus (dIFG) in children with RD and reading controls than the connection found in age controls for both Chinese and English. This finding suggests that the phonological deficit at the dIFG may result from weak input from the visuo-orthographic region and this connection appears to be responsive to reading level rather than RD, because the reading-control children were similar to children with RD. We also found that the left ITG was selectively connected with language-specific regions (i.e., the left inferior parietal lobe (IPL) for Chinese and the left ventral inferior frontal gyrus (vIFG) for English) depending on the language being processed; however, this language selectivity was reduced in children with RD, suggesting that decreased language specialization is associated with RD. Using a double control design, our study suggests that during reading, the visuo-orthographic deficit of RD constrains the development of the connection from orthography to phonology and to other language-specific processing due to distorted quantity and quality of reading.
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Affiliation(s)
- Xiaohui Yan
- Department of Psychology, Sun Yat-Sen University, China
| | | | - Fan Cao
- Department of Psychology, Sun Yat-Sen University, China.
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Lin Y, Zhang X, Huang Q, Lv L, Huang A, Li A, Wu K, Huang Y. The Prevalence of Dyslexia in Primary School Children and Their Chinese Literacy Assessment in Shantou, China. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17197140. [PMID: 33003545 PMCID: PMC7579132 DOI: 10.3390/ijerph17197140] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/26/2020] [Revised: 09/23/2020] [Accepted: 09/26/2020] [Indexed: 02/05/2023]
Abstract
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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Affiliation(s)
- Yuhang Lin
- Mental Health Center, Shantou University Medical College, Shantou 515065, China; (Y.L.); (X.Z.); (Q.H.); (A.H.); (A.L.)
| | - Xuanzhi Zhang
- Mental Health Center, Shantou University Medical College, Shantou 515065, China; (Y.L.); (X.Z.); (Q.H.); (A.H.); (A.L.)
| | - Qingjun Huang
- Mental Health Center, Shantou University Medical College, Shantou 515065, China; (Y.L.); (X.Z.); (Q.H.); (A.H.); (A.L.)
| | - Laiwen Lv
- Master of Public Health Education Center, Shantou University Medical College, Shantou 515041, China;
| | - Anyan Huang
- Mental Health Center, Shantou University Medical College, Shantou 515065, China; (Y.L.); (X.Z.); (Q.H.); (A.H.); (A.L.)
| | - Ai Li
- Mental Health Center, Shantou University Medical College, Shantou 515065, China; (Y.L.); (X.Z.); (Q.H.); (A.H.); (A.L.)
| | - Kusheng Wu
- Department of Preventive Medicine, Shantou University Medical College, Shantou 515041, China
- Correspondence: (K.W.); (Y.H.); Tel.: +86-754-8890-0599 (Y.H.)
| | - Yanhong Huang
- Mental Health Center, Shantou University Medical College, Shantou 515065, China; (Y.L.); (X.Z.); (Q.H.); (A.H.); (A.L.)
- Correspondence: (K.W.); (Y.H.); Tel.: +86-754-8890-0599 (Y.H.)
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