Prevalence, gender ratio and gender differences in reading‐related cognitive abilities among Chinese children with dyslexia in Hong Kong

David W. CHAN, Connie Suk-han HO, Suk-man TSANG, Suk-han LEE, Kevin Kien Hoa CHUNG

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Abstract

Based on the data of the normative study of the Hong Kong test of specific learning difficulties in reading and writing, and the Test of visual‐perceptual skills (non‐motor)—Revised, 99 children aged between 6 and 10½ years were identified as children with dyslexia out of the normative sample of 690 children. By excluding 12 children known to score below average in IQ, 87 children, including 20 children not tested for IQ, could be regarded as children with dyslexia, yielding a prevalence rate of 12.6% and a boy:girl gender ratio of 1.6 to 1. The figures would become 9.7% and 2.0 to 1 if the 20 children were omitted from computation. However, gender imbalance could not be readily explained by gender differences in reading‐related cognitive abilities, as there were only minor and subtle differences. Regression analyses to evaluate the relative contribution of different cognitive abilities to reading and writing suggested that orthographic knowledge and naming speed were most important among children with dyslexia. Implications of the findings and the need for early intervention are discussed. Copyright © 2007 Taylor & Francis.
Original languageEnglish
Pages (from-to)249-265
JournalEducational Studies
Volume33
Issue number2
DOIs
Publication statusPublished - 2007

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dyslexia
cognitive ability
gender-specific factors
Hong Kong
gender
learning disorder
regression

Citation

Chan, D. W., Ho, C. S.-H., Tsang, S.-M., Lee, S.-H., & Chung, K. K. H. (2007). Prevalence, gender ratio and gender differences in reading‐related cognitive abilities among Chinese children with dyslexia in Hong Kong. Educational Studies, 33(2), 249-265. doi: 10.1080/03055690601068535

Keywords

  • Prevalence
  • Gender ratio
  • Dyslexia
  • Chinese children
  • Hong Kong