(Dis)connections between Specific Language Impairment and Dyslexia in Chinese

Autor/inn/en	Wong, Anita M.-Y.; Ho, Connie S.-H.; Au, Terry K.-F.; Kidd, Joanna C.; Ng, Ashley K.-H.; Yip, Lesley P.-W.; Lam, Catherine C.-C.
Titel	(Dis)connections between Specific Language Impairment and Dyslexia in Chinese
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 28 (2015) 5, S.699-719 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-015-9546-3
Schlagwörter	Language Impairments; Dyslexia; Chinese; Children; Foreign Countries; Oral Language; Literacy; Norm Referenced Tests; Reading; Language Skills; Memory; Phonological Awareness; Morphology (Languages); China + Suchen Sie Ihr Suchwort? Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; China; Chinesen; Child; Kind; Kinder; Ausland; Oral interpretation; Mündlicher Sprachgebrauch; Alphabetisierung; Schreib- und Lesefähigkeit; Leseprozess; Lesen; Language skill; Sprachkompetenz; Gedächtnis; Morphology; Morphologie
Abstract	Specific language impairment (SLI) and dyslexia are found to co-occur in school-aged children learning Chinese, a non-alphabetic language (Wong, Kidd, Ho, & Au in "Sci Stud Read" 14:30--57, 2010). This paper examined the "Distinct" hypothesis--that SLI and dyslexia have different cognitive deficits and behavioural manifestations (e.g., Catts, Adolf, Hogan, & Weismer in "J Speech Lang Hear Res" 48:1378-1396, 2005) in Chinese children in Primary 1. Ninety-four six- to seven-year-old Chinese children completed a norm-referenced test for oral language and for literacy, as well as cognitive tasks related to reading development. Based on results from the norm-referenced tests, 40 children fell in the typically-developing Control group, 10 children in the dyslexia-only (D) group, 19 in the SLI-only group and 25 children in the SLI-D group. Orthographic skills and lexical access and retrieval skills were found to be associated with dyslexia. Phonological memory and morphological awareness were associated with SLI. Phonological awareness was associated with both SLI and dyslexia. SLI and dyslexia in Chinese did not seem to be distinct disorders as they were both characterized by a deficit in phonological awareness. Implications for clinical practice were discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01