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141.
Kevin K. H. Chung Jason C. M. Lo Connie S.-H. Ho Xiaoyun Xiao David W. Chan 《Annals of dyslexia》2014,64(3):222-247
This study aims to investigate the relation of syntactic and discourse skills to morphological skills, rapid naming, and working memory in Chinese adolescent readers with dyslexia and to examine their cognitive–linguistic profiles. Fifty-two dyslexic readers (mean age, 13;42) from grade 7 to 9 in Hong Kong high schools were compared with 52 typically developing readers of the same chronological age (mean age, 13;30) in the measures of word reading, 1-min word reading, reading comprehension, morpheme discrimination, morpheme production, morphosyntactic knowledge, sentence order knowledge, digit rapid naming, letter rapid naming, backward digit span, and non-word repetition. Results showed that dyslexic readers performed significantly worse than their peers on all the cognitive-linguistic tasks. Analyses of individual performance also revealed that over half of the dyslexic readers exhibited deficits in syntactic and discourse skills. Moreover, syntactic skills, morphological skills, and rapid naming best distinguished dyslexic from non-dyslexic readers. Findings underscore the significance of syntactic and discourse skills for understanding reading impairment in Chinese adolescent readers. 相似文献
142.
Connie Suk-Han Ho Yau-Kai Wong Pui-Sze Yeung David Wai-ock Chan Kevin Kien-Hoa Chung Sau-Ching Lo Hui Luan 《Reading and writing》2012,25(4):857-886
The present study aimed at identifying core components of reading instruction in Chinese within the framework of the tiered
intervention model. A curriculum with four teaching components of cognitive-linguistic skills was implemented in a Program
school for 3 years since Grade 1. The findings showed that the Tier 1 intervention was effective in enhancing the literacy
and cognitive-linguistic skills of children in the Program school. The positive effects were maintained at the end of Grade
2. Progress in both word-level and text-level cognitive-linguistic skills predicted significantly progress in reading comprehension.
Based on the present findings, the four core reading components in Chinese were proposed—oral language, morphological awareness,
orthographic skills, and syntactic skills. Comparing the Big Five in English and the four core components in Chinese reflects
different cognitive demands for reading diverse orthographies. 相似文献
143.
David W. Chan Connie Suk‐Han Ho Suk‐Man Tsang Suk‐Han Lee Kevin K. H. Chung 《教育心理学》2004,24(6):811-824
Primary school teachers rated the frequency of occurrence of 65 reading‐related behavioural characteristics in a sample of 251 Grade 1 to Grade 6 Chinese school children in Hong Kong. These behavioural characteristics were in the areas of general performance, reading, dictation, writing, mathematics, language, memory, concentration, sequential ability, motor co‐ordination, spatial orientation, and social/emotional adjustment. Of these 12 areas, 10 yielded scale scores that could distinguish children with dyslexia from those without dyslexia, identified on the basis of their performance in five domains of literacy and cognitive skills. Using a summary score derived from the 10 relevant scales, an optimal cut‐off score was suggested to arrive at a balance between high sensitivity and an acceptable rate of false positives in screening for children with dyslexia. The need for cross‐replication in screening children with dyslexia using the behaviour checklist with different samples of school students is emphasised. 相似文献