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Autor/inn/en | Chung, Kevin K. H.; Ho, Connie S.-H.; Chan, David W.; Tsang, Suk-Man; Lee, Suk-Han |
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Titel | Cognitive Skills and Literacy Performance of Chinese Adolescents with and without Dyslexia |
Quelle | In: Reading and Writing: An Interdisciplinary Journal, 24 (2011) 7, S.835-859 (25 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0922-4777 |
DOI | 10.1007/s11145-010-9227-1 |
Schlagwörter | Reading Comprehension; Reading Difficulties; Age; Dyslexia; Adolescents; Program Effectiveness; Short Term Memory; Foreign Countries; Cognitive Ability; Identification; Secondary School Students; Multiple Regression Analysis; Control Groups; Literacy; Task Analysis; Spelling; Hong Kong Leseverstehen; Reading difficulty; Leseschwierigkeit; Alter; Lebensalter; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Kurzzeitgedächtnis; Ausland; Denkfähigkeit; Identifikation; Identifizierung; Sekundarschüler; Alphabetisierung; Schreib- und Lesefähigkeit; Aufgabenanalyse; Schreibweise; Hongkong |
Abstract | The present study sought to identify cognitive abilities that might distinguish Hong Kong Chinese adolescents with dyslexia and to assess how these abilities were associated with Chinese word reading, word dictation, and reading comprehension. The cognitive skills of interest were morphological awareness, visual-orthographic knowledge, rapid naming, and verbal working memory. A total of 90 junior secondary school students, 30 dyslexic, 30 chronological age controls, and 30 reading level controls was tested on a range of cognitive and literacy tasks. Dyslexic students were less competent than the control students in all cognitive and literacy measures. The regression analyses also showed that verbal working memory, rapid naming, morphological awareness, and visual-orthographic knowledge were significantly associated with literacy performance. Findings underscore the importance of these cognitive skills for Chinese literacy acquisition. Overall, this study highlights the persistent difficulties of Chinese dyslexic adolescents who seem to have multiple causes for reading and spelling difficulties. (Contains 6 tables.) (As Provided). |
Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |