Syntactic and Discourse Skills in Chinese Adolescent Readers with Dyslexia: A Profiling Study

Autor/inn/en	Chung, Kevin K. H.; Lo, Jason C. M.; Ho, Connie S.-H.; Xiao, Xiaoyun; Chan, David W.
Titel	Syntactic and Discourse Skills in Chinese Adolescent Readers with Dyslexia: A Profiling Study
Quelle	In: Annals of Dyslexia, 64 (2014) 3, S.222-247 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0736-9387
DOI	10.1007/s11881-014-0095-2
Schlagwörter	Morphology (Languages); Naming; Short Term Memory; Syntax; Language Skills; Adolescents; Dyslexia; Reading Difficulties; Comparative Analysis; High School Students; Grade 7; Grade 8; Grade 9; Reading Comprehension; Reading Skills; Morphemes; Sentences; Repetition; Cognitive Processes; Cognitive Ability; Foreign Countries; Hong Kong + Suchen Sie Ihr Suchwort? Morphology; Morphologie; Kurzzeitgedächtnis; Language skill; Sprachkompetenz; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Reading difficulty; Leseschwierigkeit; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Leseverstehen; Reading skill; Lesefertigkeit; Morphem; Sentence analysis; Satzanalyse; Wiederholung; Cognitive process; Kognitiver Prozess; Denkfähigkeit; Ausland; Hongkong
Abstract	This study aims to investigate the relation of syntactic and discourse skills to morphological skills, rapid naming, and working memory in Chinese adolescent readers with dyslexia and to examine their cognitive-linguistic profiles. Fifty-two dyslexic readers (mean age, 13;42) from grade 7 to 9 in Hong Kong high schools were compared with 52 typically developing readers of the same chronological age (mean age, 13;30) in the measures of word reading, 1-min word reading, reading comprehension, morpheme discrimination, morpheme production, morphosyntactic knowledge, sentence order knowledge, digit rapid naming, letter rapid naming, backward digit span, and non-word repetition. Results showed that dyslexic readers performed significantly worse than their peers on all the cognitive-linguistic tasks. Analyses of individual performance also revealed that over half of the dyslexic readers exhibited deficits in syntactic and discourse skills. Moreover, syntactic skills, morphological skills, and rapid naming best distinguished dyslexic from non-dyslexic readers. Findings underscore the significance of syntactic and discourse skills for understanding reading impairment in Chinese adolescent readers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10