This paper consisted of three parts. The first part focused on the examination of the major deficits of reading in English and Chinese writing systems. Based on the dual-route model of reading, it was argued that readers could use either phonological or/and orthographical processing to read. The role of phonological and orthographic processing in both languages was discussed. The deficits in using either one of the routes can cause various sub-types of reading disabilities. Students with surface dyslexic pattern are assumed to have impaired orthographic abilities, whereas those with phonological dyslexic pattern are assumed to have difficulties in the phonological processing (see Castles and Coltheart, 1993; Hoien and Lundberg, 2000). These two sub-types of reading disabilities can also be found in Chinese writing system S (See Ho and Siegel, 2012). The second part dealt with the corresponding instructional methods to the sub-types of students with reading disabilities. Phonological analytic method and whole-word method are the usual instructional methods to deal with the diverse needs of the students. The phonological analytic instruction was more beneficial to students with surface dyslexic pattern whereas the whole word method was more beneficial to students with phonological dyslexic pattern when reading single characters. Lastly, this paper introduced the recent development in teaching programs for students with reading disabilities. Learning Chinese characters in word family and story-telling is found to be effective for students with reading disabilities. Copyright © 2016 Nova Science Publishers, Inc.
|Title of host publication||Learning disabilities: Assessment, management & challenges|
|Place of Publication||New York|
|Publisher||Nova Science Publishers, Inc|
|ISBN (Print)||9781634858403, 1634858409, 9781634858625|
|Publication status||Published - 2016|