Visual statistical learning and orthographic awareness in Chinese children with and without developmental dyslexia

Xiuhong TONG, Wincy Wing Si LEUNG, Xiuli TONG

Research output: Contribution to journalArticle

Abstract

This study examined the role of visual statistical learning in reading and writing and its relationship to orthographic awareness in Hong Kong Chinese children with and without developmental dyslexia. Thirty-five 7- to 8-year-old children with developmental dyslexia and 37 chronologically age-matched controls were tested on visual statistical learning, orthographic awareness, nonverbal cognitive ability, Chinese word reading, and word dictation tasks. Visual statistical learning was assessed using a triplet learning paradigm that required children to detect the temporal order of visual stimuli. Orthographic awareness was measured with a novel character invention task that required children to create pseudocharacters using untaught stroke patterns according to the rules of Chinese character orthography. Children with dyslexia performed significantly worse than their age-matched controls on both the visual statistical learning and orthographic awareness tasks. Furthermore, visual statistical learning was significantly associated with orthographic awareness and word reading. These findings suggest that Chinese children with dyslexia are impaired in visual statistical learning and that such deficits may be related to disrupted orthographic learning abilities, thereby contributing to their reading difficulties. Copyright © 2019 Elsevier Ltd. All rights reserved.
Original languageEnglish
Article number103443
JournalResearch in Developmental Disabilities
Volume92
Early online dateJul 2019
DOIs
Publication statusPublished - Sep 2019

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Dyslexia
Learning
Reading
Aptitude
Hong Kong
Stroke

Citation

Tong, X., Leung, W. W. S., & Tong, X. (2019). Visual statistical learning and orthographic awareness in Chinese children with and without developmental dyslexia. Research in Developmental Disabilities, 92. Retrieved from https://doi.org/10.1016/j.ridd.2019.103443

Keywords

  • Developmental dyslexia
  • Visual statistical learning
  • Implicit orthographic
  • Awareness
  • Chinese word reading