This project will examine the environmental factors (family socio-economic status and home literacy environment), cognitive skills (executive functioning and visual attention span), language and literacy skills in Chinese children at family risk of dyslexia (FRD) and their subtypes in order to determine the unique contribution of risk factors and skills to literacy ability across different groups of children at FRD and those without. This project will advance the understanding of the heterogeneity issue of FRD, its characteristics and subgroups, and thus may provide the taxonomic classification for future research into the physiological correlates and genetic contributions of Chinese children at FRD. Findings may also assist in enhancing early identification processes and intervention strategies to support Chinese children and their families. The findings will also provide insights into teachers, parents, and policy makers, including ways to facilitate the support of parents’ socialisation efforts, especially among families at risk of literacy difficulties in Hong Kong and Taiwan.
|Effective start/end date||29/06/21 → 28/06/24|
Explore the research topics touched on by this project. These labels are generated based on the underlying awards/grants. Together they form a unique fingerprint.