Beyond phonological and morphological processing: pure copying as a marker of dyslexia in Chinese but not poor reading of English

To examine cognitive correlates of dyslexia in Chinese and reading difficulties in English as a foreign language, a total of 14 Chinese dyslexic children (DG), 16 poor readers of English (PE), and 17 poor readers of both Chinese and English (PB) were compared to a control sample (C) of 17 children,...

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Bibliographic Details
Published in:Annals of dyslexia 2015-07, Vol.65 (2), p.53-68
Main Authors: Kalindi, Sylvia Chanda, McBride, Catherine, Tong, Xiuhong, Wong, Natalie Lok Yee, Chung, Kien Hoa Kevin, Lee, Chia-Ying
Format: Article
Language:English
Subjects:
Asian Continental Ancestry Group - psychology
Awareness
Child
Children & youth
Chinese
Duplication
Dyslexia
Dyslexia - diagnosis
Dyslexia - psychology
Education
Elementary School Students
English
English (Second Language)
English as a second language
English language
Female
Grade 2
Hong Kong
Humans
Imitative Behavior
Language
Language and Literature
Linguistics
Male
Morphology (Languages)
Naming
Neurology
Nonverbal Ability
Phonemic Awareness
Phonetics
Phonological Awareness
Psycholinguistics
Reading
Reading Difficulties
Reading Fluency
Reference Values
Semantics
Social Sciences
Syllables
Task Analysis
Thinking Skills
Writing
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Summary:To examine cognitive correlates of dyslexia in Chinese and reading difficulties in English as a foreign language, a total of 14 Chinese dyslexic children (DG), 16 poor readers of English (PE), and 17 poor readers of both Chinese and English (PB) were compared to a control sample (C) of 17 children, drawn from a statistically representative sample of 177 second graders. Children were tested on pure copying of unfamiliar stimuli, rapid automatized naming (RAN), phoneme deletion, syllable deletion, and morphological awareness. With children's ages and Raven's nonverbal reasoning statistically controlled, the PE and PB groups were significantly lower than the C group on phoneme deletion and RAN tasks, while the DG performed significantly better than the PB group on the RAN task. The copying task distinguished the DG group from the C group. Findings particularly highlight the importance of phoneme awareness for word reading in English (but not Chinese), the potential need for fluency training for children with reading difficulties in both Chinese and English, and the important role that copying skills could have specifically in understanding impairment of literacy skills in Chinese (but not English).
ISSN:0736-9387
1934-7243
DOI:10.1007/s11881-015-0097-8