Hong Kong Chinese-speaking adolescents diagnosed with dyslexia: What is and is not improved?

Research output: Contribution to conferencePaper

Abstract

The present study was to investigate cognitive-linguistic skills that might distinguish the improved dyslexics from the non-improved dyslexics. Twenty-eight improved dyslexics and 28 non-improved dyslexics were selected from a pool of 254 students diagnosed as dyslexics in Grade 1 to 2. These students were administered measures: morphological skills, visual-orthographic skills, rapid naming skills, working memory, reading comprehension, writing, word reading, word dictation, and one-minute word reading. Findings showed that the improved dyslexics performed better than the non-improved dyslexics in visual-orthographic skills, word reading, one-minute reading, writing, and reading comprehension. Furthermore, the improved dyslexics showed fewer cognitive-linguistic deficits compared with the non-improved dyslexics. Among the 4 cognitive-linguistic measures, morphological skills and visual-orthographic skills showed the greatest power in discriminating the improved and non-improved dyslexics. Results underscore the importance of cognitive-linguistic skills underlying the manifestations of the improved and non-improved dyslexia in Chinese adolescents.
Original languageEnglish
Publication statusPublished - 2016

Fingerprint

Dyslexia
Hong Kong
Reading
Linguistics
Students
Short-Term Memory

Citation

Chung, K. K. H. (2016, January). Hong Kong Chinese-speaking adolescents diagnosed with dyslexia: What is and is not improved? Paper presented at the 18th International Conference on Education (ICE 2016), River View Hotel, Singapore.

Keywords

  • Adolescents
  • Chinese language
  • Improved dyslexics
  • Non-improved dyslexics