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Total 60 results found since Jan 2013.

Do kindergarten teachers possess adequate knowledge of basic language constructs to teach children to read English as a foreign language?
Abstract The contribution of teacher knowledge to learning outcomes at the beginning stages of literacy acquisition is of growing concern because the ability to provide quality instruction is central to successful literacy acquisition, particularly for pupils with dyslexia. To date, the majority of research has focused on teachers of English as a first language. Yet, English is the most widely taught foreign language today. The present study extends the exploration of teacher knowledge by probing two heretofore unexamined groups of teachers who are responsible for teaching beginning stages of literacy in English a...
Source: Annals of Dyslexia - April 5, 2020 Category: Neurology Authors: Wong RK, Russak S Tags: Ann Dyslexia Source Type: research

A Three ‐Year Longitudinal Study of Reading and Spelling Difficulty in Chinese Developmental Dyslexia: The Matter of Morphological Awareness
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 r...
Source: Dyslexia - May 1, 2017 Category: Neurology Authors: Xiuhong Tong, Catherine McBride, Jason Chor Ming Lo, Hua Shu Tags: Research Article Source Type: research

Suprasegmental but not segmental phonological awareness matters in understanding bilingual reading comprehension difficulties in Chinese and English: a 3-year longitudinal study.
This study examined whether, and if so how, L1 and L2 segmental and suprasegmental phonological awareness is longitudinally related to L1 and L2 reading comprehension difficulties among Hong Kong Chinese-English bilingual children. Using a regression approach, we identified five types of comprehenders, i.e., 11 poor-Chinese/average-English comprehenders, 19 poor-English/average-Chinese comprehenders, six poor-Chinese/poor-English comprehenders, 12 average-Chinese/average-English comprehenders, and seven good-Chinese/good-English comprehenders among 223 Grade 4 Chinese-English bilingual children who were comparable in age, ...
Source: Annals of Dyslexia - January 27, 2021 Category: Neurology Authors: Deng Q, Tong SX Tags: Ann Dyslexia Source Type: research

Effectiveness of parent coaching on the literacy skills of Hong Kong Chinese Children with and without dyslexia
AbstractLiteracy skills are important for children ’s development. The present study explored the effectiveness of a parent coaching approach on the reading and spelling skills and compared cognitive-linguistic skills performances between Chinese children with and without dyslexia. Participants were 33 children with dyslexia and 77 children withou t dyslexia, as well as their parent, in Hong Kong. Children were divided into three groups: dyslexia with training, non-dyslexia with training, and non-dyslexia without training. Parents in both training groups were instructed to facilitate children’s literacy skills. A serie...
Source: Reading and Writing - January 17, 2023 Category: Child Development Source Type: research

How do Hong Kong bilingual children with Chinese dyslexia perceive dyslexia and academic learning? An interview study of metaphor analysis
AbstractWhile extensive quantitative research has shed light on the cognitive mechanisms of dyslexia, few mixed-methods studies have been conducted to examine the perceptions of and attitudes towards learning in children with dyslexia, especially in Hong Kong, a bilingual context. In addition, the validity of the metaphor elicitation technique, which was adopted in previous interview studies, has not yet been examined in children. Therefore, 30 children with dyslexia (age range: 8 –13; 10 females) in Hong Kong were interviewed for metaphors regarding six domains: Chinese reading, Chinese writing, having Chinese lessons, ...
Source: Reading and Writing - April 30, 2023 Category: Child Development Source Type: research

Study of Genetic Association With DCDC2 and Developmental Dyslexia in Hong Kong Chinese Children.
CONCLUSION: Despite early findings that DCDC2 is a strong candidate for developmental dyslexia and that some of the genetic variants have been linked to brain structure and functions, our findings showed that DCDC2 is not strongly associated with dyslexia. PMID: 29081827 [PubMed]
Source: Clinical Practice and Epidemiology in Mental Health - October 31, 2017 Category: Psychiatry Tags: Clin Pract Epidemiol Ment Health Source Type: research

Children With Chinese Dyslexia Acquiring English Literacy: Interaction Between Cognitive Subtypes of Dyslexia and Orthographies
This study investigated the impact of Chinese dyslexia subtypes on English literacy skills (i.e., reading fluency and dictation) in Hong Kong children. Eighty-four Cantonese-speaking children officially diagnosed with dyslexia (Mage = 103 months) and 48 age-matched typical developing (TD) children were tested. Cluster analysis with performances on Chinese syllable awareness (CSA), Chinese phonemic awareness (CPA), Chinese phonological memory (CPM), Chinese orthographic awareness (COA), and matrix reasoning (MR) yielded three cognitive subtypes: the phonological deficit (PD) subtype, the orthographic deficit (OD) subtype, a...
Source: Journal of Learning Disabilities - June 9, 2021 Category: Disability Authors: Shuting Huo Ka Chun Wu Jianhong Mo Jie Wang Urs Maurer Source Type: research

Spelling in developmental dyslexia in Chinese: Evidence of deficits in statistical learning and over-reliance on phonology.
This study employed a multi-dimensional (i.e., orthographic, phonological, and semantic) and bi-level (i.e., character and radical) approach to analyze the character writing of 120 Hong Kong Chinese children with developmental dyslexia in Grades 2-5 and 120 typically developing age-matched controls. Relative to their typically developing peers, children with dyslexia were less sensitive to the positional and functional consistencies of sublexical radicals and exhibited prolonged use of phonology at the character level as grade-level advanced. Furthermore, the children with dyslexia relatively relied more on phonology at th...
Source: Cognitive Neuropsychology - May 25, 2020 Category: Psychiatry & Psychology Authors: Lee SMK, Tong X Tags: Cogn Neuropsychol Source Type: research

Are General Anxiety, Reading Anxiety, and Reading Self-Concept Linked to Reading Skills Among Chinese Adolescents With and Without Dyslexia?
This study investigated the cross-sectional relationships between reading-related affective and cognitive factors and reading skills among adolescents with and without dyslexia. Participants included 120 Chinese-speaking eighth graders, including 60 adolescents with dyslexia and 60 typically developing adolescents from Hong Kong, China. Adolescents completed questionnaires on general anxiety, reading anxiety, and reading self-concept. They were also assessed on measures of rapid digit naming, verbal working memory, word reading, reading fluency, and reading comprehension. The results showed that readers with dyslexia repor...
Source: Journal of Learning Disabilities - July 7, 2023 Category: Disability Authors: Kevin Kien Hoa Chung Chun Bun Lam Kevin Shing-Chi Chan Alfred S Y Lee Catrina Liu Li-Chih Wang Source Type: research