A Three‐Year Longitudinal Study of Reading and Spelling Difficulty in Chinese Developmental Dyslexia: The Matter of Morphological Awareness.

Autor/inn/en	Tong, Xiuhong; McBride, Catherine; Lo, Jason Chor Ming; Shu, Hua
Titel	A Three‐Year Longitudinal Study of Reading and Spelling Difficulty in Chinese Developmental Dyslexia: The Matter of Morphological Awareness.
Quelle	In: Dyslexia, (2017) 4, S.372-386Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext (2); PDF als Volltext (3) Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1076-9242
DOI	10.1002/dys.1564
Schlagwörter	Chinese language; Dyslexia; Morphological awareness; Reading and spelling; Neurodevelopmental disorders; Longitudinal studies; Morphological processing; Ideograph recognition; Correlation analysis; Children; Performance prediction; Chinese; Reading ability; Variance analysis; Spelling; Multivariate analysis; Cognitive ability; Naming; Language; Cognitive tasks; Morphophonemics; Character recognition; Phonological awareness
Abstract	In the present study, we used a three‐time point longitudinal design to investigate the associations of morphological awareness to word reading and spelling in a small group of those with and without dyslexia taken from a larger sample of 164 Hong Kong Chinese children who remained in a longitudinal study across ages 6, 7 and 8. Among those 164 children, 15 had been diagnosed as having dyslexia by professional psychologists, and 15 other children manifested average reading ability and had been randomly selected from the sample for comparison. All children were administered a battery of tasks including Chinese character recognition, word dictation, morphological awareness, phonological awareness and rapid automatized naming. Multivariate analysis of variance and predictive discriminate analysis were performed to examine whether the dyslexic children showed differences in the cognitive‐linguistic tasks in comparison with controls. Results suggested that the dyslexic groups had poorer performance in morphological awareness and RAN across all 3 years. However, phonological awareness was not stable in distinguishing the groups. Findings suggest that morphological awareness is a relatively strong correlate of spelling difficulties in Chinese, but phonological awareness is not. Copyright © 2017 John Wiley & Sons, Ltd.
Erfasst von	OLC
Update	2022/1/02