Cognitive profiling and preliminary subtyping in Chinese developmental dyslexia

The present study examined the cognitive profile and subtypes of developmental dyslexia in a nonalphabetic script, Chinese. One hundred and forty-seven Chinese primary school children with developmental dyslexia were tested on a number of literacy and cognitive tasks. The results showed that rapid n...

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Bibliographic Details
Published in:Cognition 2004-02, Vol.91 (1), p.43-75
Main Authors: Ho, Connie Suk-Han, Chan, David Wai-Ock, Lee, Suk-Han, Tsang, Suk-Man, Luan, Vivian Hui
Format: Article
Language:English
Subjects:
Biological and medical sciences
Child
Child clinical studies
Child development
China
Chinese
Chinese languages
Cognition
Cognition Disorders - diagnosis
Cognition Disorders - epidemiology
Cognitive Ability
Cognitive Processes
Cognitive profile
Cognitive Tests
Developmental dyslexia
Developmental psychology
Dyslexia
Dyslexia - diagnosis
Dyslexia - epidemiology
Elementary School Students
Female
Humans
Language
Language and communication disorders
Learning
Literacy
Male
Medical sciences
Memory Disorders - diagnosis
Memory Disorders - epidemiology
Phonetics
Psychological Tests
Psychology
Psychology. Psychoanalysis. Psychiatry
Psychopathology. Psychiatry
Pupils
Subtyping
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Summary:The present study examined the cognitive profile and subtypes of developmental dyslexia in a nonalphabetic script, Chinese. One hundred and forty-seven Chinese primary school children with developmental dyslexia were tested on a number of literacy and cognitive tasks. The results showed that rapid naming deficit and orthographic deficit were the two most dominant types of cognitive deficits in Chinese developmental dyslexia, and that rapid naming and orthographic processing had significant unique contributions to literacy performance. Seven subtypes of dyslexia – global deficit, orthographic deficit, phonological memory deficit, mild difficulty, and three other subtypes with rapid-naming-related deficits – were identified using scores of the cognitive tasks as classification measures in cluster analyses. These subtypes were validated with a behaviour checklist and three literacy measures. The authors suggested that orthographic and rapid naming deficits in Chinese dyslexic children might pose an interrelated problem in developing orthographic knowledge and representation. Therefore, orthographic-related difficulties may be the crux of the problem in Chinese developmental dyslexia.
ISSN:0010-0277
1873-7838
DOI:10.1016/S0010-0277(03)00163-X