Cognitive Skills and Literacy Performance of Chinese Adolescents with and without Dyslexia

Autor/inn/en	Chung, Kevin K. H.; Ho, Connie S.-H.; Chan, David W.; Tsang, Suk-Man; Lee, Suk-Han
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10