Cognitive-linguistic skills contributing to reading comprehension in Chinese: The unique role of morphosyntactic skill

Suk-Han Connie HO, Yui Chi FONG, Tik Sze Carrey SIU

Research output: Contribution to journalArticle

Abstract

Some retrospective research further indicated that Chinese children with dyslexia showed a weakness in morphological awareness already in the preschool years (Lei et al., 2011 ; Wong et al., 2012). Identification of Chinese children with reading disabilities has been relying on identifying children with poor performance in word reading and some word level reading-related skills (e.g., rapid naming, phonological awareness, phonological memory, and orthographic skills) (Hong Kong Test of Specific Learning Difficulties in Reading and Writing, 2nd Edition, Ho et al., 2007). [...]we think that teachers and educators should be informed about the significance of explicitly drawing attention to the analogy between parallel L1 and L2 morphosyntactic features (e.g., gender and plural markers of pronoun, aspect markers). Copyright © 2014 International Dyslexia Association.
Original languageEnglish
Pages (from-to)25-29
JournalPerspectives on Language and Literacy
Volume40
Issue number4
Publication statusPublished - 2014

Fingerprint

comprehension
linguistics
learning disorder
dyslexia
Hong Kong
disability
educator
gender
teacher
performance

Bibliographical note

Ho, C. S.-H., Fong, C. Y.-C., & Siu, C. T.-S. (2015). Cognitive-linguistic skills contributing to reading comprehension in Chinese: The unique role of morphosyntactic skill. Perspectives on Language and Literacy, 40(4), 25-29.