Development of reading-related skills in Chinese and English among Hong Kong Chinese children with and without dyslexia

Yanling ZHOU, Catherine MCBRIDE-CHANG, Ada Bui-Yan LAW, Tong LI, Amelie Cho-Yi CHEUNG, Anita M.-Y. WONG, Hua SHU

Research output: Contribution to journalArticle

17 Citations (Scopus)

Abstract

This 2-year longitudinal study sought to identify a developmental pattern of Chinese and English reading skills in children with and without dyslexia from 6 to 8 years of age. Three groups of 15 children each—those with dyslexia, age-matched (AM) controls, and reading-matched (RM) controls—participated. Dyslexia was diagnosed at 8 years of age. All children were tested on phonological awareness, rapid automatized naming (RAN), morphological awareness, word reading, and vocabulary knowledge in both Chinese and English and also speed of processing skill. AM controls outperformed the group with dyslexia on all measures except for phonological awareness, English word reading, and vocabulary. However, those with dyslexia and AM controls developed at a similar rate across all reading-related skills from 6 to 8 years of age. Compared with the RM controls, the group with dyslexia scored higher in phonological awareness, morphological awareness, and vocabulary knowledge in both Chinese and English and also in English word reading but scored similarly in RAN. Children with dyslexia, thus, manifested clear difficulties in Chinese vocabulary knowledge, morphological awareness, and RAN as well as general speed of processing, representing a developmental lag in cognitive skills. Among these, RAN deficits are likely to be the most severe deficits in Chinese children with dyslexia. Copyright © 2013 Elsevier Inc.
Original languageEnglish
Pages (from-to)75-91
JournalJournal of Experimental Child Psychology
Volume122
Early online dateFeb 2014
DOIs
Publication statusPublished - 2014

Fingerprint

Dyslexia
Hong Kong
Reading
Vocabulary
Control Groups
Longitudinal Studies
Research Design

Citation

Zhou, Y., McBride-Chang, C., Law, A. B.-Y., Li, T., Cheung, A. C.-Y., Wong, A. M.-Y., & Shu, H. (2014). Development of reading-related skills in Chinese and English among Hong Kong Chinese children with and without dyslexia. Journal of Experimental Child Psychology, 122, 75-91.

Keywords

  • Dyslexia
  • Word reading
  • Bilingual
  • Chinese and English reading
  • RAN
  • Phonological awareness
  • Morphological awareness
  • Vocabulary knowledge