Specific reading difficulties in Chinese, English, or both: Longitudinal markers of phonological awareness, morphological awareness, and RAN in Hong Kong Chinese children

Catherine MCBRIDE-CHANG, Duo LIU, Tin Yau Terry WONG, Anita WONG, Hua SHU

Research output: Contribution to journalArticles

42 Citations (Scopus)

Abstract

What are the longitudinal cognitive profiles of Hong Kong Chinese children with specific reading difficulties in Chinese only, in English only, or both? A total of 16 poor readers each of Chinese (PC) and English (PE) and 8 poor readers of both orthographies (PB) were compared to a control sample (C) of 16 children; all were drawn from a statistically representative sample of 154 Hong Kong Chinese children tested at ages 5 to 9 years. PE and PB children's mothers had lower education levels than did the other groups. With children's ages and mothers' education levels statistically controlled, the PE, PC, and PB groups were significantly lower than the C group on phonological awareness. The PB and PE groups also scored significantly lower than the others on English vocabulary across years, whereas the PC and PB groups were significantly poorer than the C and PE groups on morphological awareness across years. Finally, the PB group was significantly slower than the other groups on speed naming at every age tested, underscoring the potential importance of automaticity in reading across orthographies. Findings highlight the need to consider the issue of how to identify reading difficulties in a second language. Copyright © 2012 Hammill Institute on Disabilities.
Original languageEnglish
Pages (from-to)503-514
JournalJournal of Learning Disabilities
Volume45
Issue number6
DOIs
Publication statusPublished - Nov 2012

Citation

McBride-Chang, C., Liu, P. D., Wong, T., Wong, A., & Shu, H. (2012). Specific reading difficulties in Chinese, English, or both: Longitudinal markers of phonological awareness, morphological awareness, and RAN in Hong Kong Chinese children. Journal of learning disabilities, 45(6), 503-514. doi: 10.1177/0022219411400748

Keywords

  • Rapid automatized naming
  • Morphological awareness
  • Phonological awareness
  • Bilingual
  • Vocabulary knowledge

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