Cognitive-linguistic profiles of Chinese improved dyslexic adolescent readers

Chor Ming LO, Kevin Kien Hoa CHUNG, Suk Han Connie HO, Wai Ock David CHAN

Research output: Contribution to conferencePapers

Abstract

This study was to identify cognitive-linguistic abilities that might distinguish Hong Kong Chinese improved adolescent readers with developmental dyslexia from non-improved. A total of 84 adolescent readers with 28 improved dyslexics, 28 non-improved dyslexics, and 28 average readers participated and were administered measures of morphological skills, visual-orthographic skills, rapid naming skills, verbal working memory, reading comprehension, writing, word reading, word dictation, and one-minute word reading. Results showed that the improved dyslexics performed better than the non-improved dyslexics in visual-orthographic, word reading, one-minute reading, writing, and reading comprehension. In addition, the improved dyslexics showed comparable performance in the measures of morphological skills, one-minute reading, and reading comprehension to their average readers. Among these measures, morphological and visual-orthographic skills showed the greatest power in discriminating improved and non-improved dyslexics. Findings underscore the importance of cognitive-linguistic processes underlying the manifestations of improved and non-improved dyslexia in Chinese adolescent readers. Copyright © 2013 Society for the Scientific Studies of Reading (SSSR).
Original languageEnglish
Publication statusPublished - Jul 2013

Citation

Lo, J. C. M., Chung, K. K. H., Ho, C. S. H., & Chan, D. W. (2013, July). Cognitive-linguistic profiles of Chinese improved dyslexic adolescent readers. Paper presented at the Twentieth Annual Meeting of the Society for the Scientific Studies of Reading, The Chinese University of Hong Kong, China.

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