Identification of the patterns of Chinese character recognition in students with learning disabilities requiring Tier-2 support: A Rasch analysis

Research output: Contribution to journalArticles

1 Citation (Scopus)

Abstract

This study investigates the Chinese reading patterns of students with learning disabilities (LD). The performances of students with LD in reading the three categories of Chinese characters were particularly analysed: regular, irregular, and pseudo-characters. Fifty-three students with LD in reading and 44 students without LD of Year 4 were selected from five Hong Kong primary schools. Their abilities for reading Chinese characters were measured using Rasch analysis. Both types of students found regular characters as the easiest to read. Students without LD showed better performance in reading irregular characters than pseudo-characters, whereas students with LD exhibited no significant performance difference in reading these two categories. The implication of these results is that the students without LD might rely on using the orthographic processing than that of phonological processing to read. On the other hand, students with LD might not have the preference of using the orthographic processing. Copyright © 2013 Taylor & Francis.
Original languageEnglish
Pages (from-to)305-322
JournalEducational Psychology
Volume34
Issue number3
Early online dateMay 2013
DOIs
Publication statusPublished - 2014

Citation

Ho, F.-c., Yan, Z. (2014). Identification of the patterns of Chinese character recognition in students with learning disabilities requiring Tier-2 support: A Rasch analysis. Educational Psychology, 34(3), 305-322.

Keywords

  • Reading
  • Learning disabilities
  • Primary

Fingerprint Dive into the research topics of 'Identification of the patterns of Chinese character recognition in students with learning disabilities requiring Tier-2 support: A Rasch analysis'. Together they form a unique fingerprint.