Dyslexia in Chinese language: An overview of research and practice

Australian Journal of Learning Difficulties

Volumn 15, Issue 2, 2010, Pages 213-224

  Chung, Kevin K H ^a   Ho, Connie S H ^b  

^a THE EDUCATION UNIVERSITY OF HONG KONG   (Hong Kong)

^b UNIVERSITY OF HONG KONG   (Hong Kong)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 79960881183     PISSN: 19404158     EISSN: 19404166     Source Type: Journal    
DOI: 10.1080/19404158.2010.495830     Document Type: Review

References (57)

1. Badian, N.A. (1994). Do dyslexic and other poor readers differ in reading-related cognitive skills? Reading and Writing, 6, 45-63
2. Bowers, P.G., & Wolf, M. (1993). Theoretical links among naming speed, precise timing mechanisms and orthographic skill in dyslexia. Reading and Writing, 5, 69-85
3. Bradley, L., & Bryant, P.E. (1978). Difficulties in auditory organization as a possible cause of reading backwardness. Nature, 271, 746-747
4. Brady, S., Shankweiler, D., & Mann, V. (1983). Speech perception and memory coding in relation to reading ability. Journal of Experimental Child Psychology, 35, 345-367
5. Bryant, P., & Bradley, L. (1985). Children's reading problems. London: Basil Blackwell
6. Chan, D.W., Ho, C.S.H., Tsang, S.M., Lee, S.H., & Chung, K.K.H. (2006). Exploring the reading-writing connection in Chinese children with dyslexia in Hong Kong. Reading and Writing, 19, 543-561
7. 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. Education Studies, 33, 249-265
8. Chung, K., Ho, C.S.H., Chan, D., Tsang, S.M., & Lee, S.H. (2007). The Hong Kong Test of Specific Learning Difficulties in Reading and Writing for Junior Secondary School Students (HKT-JS). Hong Kong: Hong Kong Specific Learning Difficulties Research Team
9. Chung, K.K.H., Ho, C.S.H., Chan, D.W., Tsang, S.M., & Lee, S.H. (2009) Chines Source [Language and reading training for Chinese preschool children at-risk for specific learning difficulties, in Chinese Hong Kong: Hong Kong Specific Learning Difficulties Research Team
10. Chung, K.K.H., Ho, C.S.H., Chan, D.W., Tsang, S.M., & Lee, S.H. (2010). Cognitive profiles of Chinese adolescents with dyslexia. Dyslexia, 16, 2-23
11. DeFrancis, J. (1989). Visible speech: The diverse oneness of writing systems. Honolulu, HI: University of Hawaii Press
12. Feldman, L.B., & Siok, W.W.T. (1997). The role of component function in visual recognition of Chinese characters. Journal of Experimental Psychology: Learning, Memory, and Cognition, 23, 776-781
13. Grigorenko, E.L. (2001). Developmental dyslexia: An update on genes, brains and environments. Journal of Child Psychology and Psychiatry and Allied Disciplines, 42, 91-125
14. Ho, C.S.H. (2010). Understanding reading disability in Chinese: From basic research to intervention. In M.H. Bond (Ed.), Handbook of Chinese psychology (2nd ed.). New York: Oxford Press
15. Ho, C.S.H., & Bryant, P. (1997). Phonological skills are important in learning to read Chinese. Developmental Psychology, 33, 946-951
16. Hu, C.F., & Catts, H.W. (1998). The role of phonological processing in early reading ability: What we can learn from Chinese. Scientific Studies of Reading, 2, 55-79
17. Ho, C.S.H., Chan, D.W., Chung, K.K.H., Tsang, S.M., Lee, S.H., & Cheng, R.W.Y. (2007). The Hong Kong Test of Specific Learning Difficulties in Reading and Writing for Primary School Students (HKT-P[II]) (2nd ed.). Hong Kong: Hong Kong Specific Learning Difficulties Research Team
18. Ho, C.S.H., Chan, D.W.O., Tsang, S.M., & Lee, S.H. (2002). The cognitive profile and multiple-deficit hypothesis in Chinese developmental dyslexia. Developmental Psychology, 38, 543-553
19. Ho, C.S.H., Chan, D.W.O., Lee, S.H., Tsang, S.M., & Luan, V.H. (2004). Cognitive profiling and preliminary sub-typing in Chinese developmental dyslexia. Cognition, 91, 43-75
20. Ho, C.S.H., Chan, D., Tsang, S.M., & Lee, S.H. (2000). The Hong Kong specific learning difficulties behaviour checklist (for primary school pupils). Hong Kong: Hong Kong Specific Learning Difficulties Research Team, University of Hong Kong
21. Ho, C.S.H., & Lai, D.N.C. (1999). Naming-speed deficits and phonological memory deficits in Chinese developmental dyslexia. Learning and Individual Differences, 11, 173-186
22. Ho, C.S.H., Law, T.P.S., & Ng, P.M. (2000). The phonological deficit hypothesis in Chinese developmental dyslexia. Reading and Writing, 13, 57-79
23. Ho, C.S.H., Lo, L.Y., Chan, W.D., Chung, K.K.H., Tsang, S.M., & Lee, S.H. (2009). The Hong Kong behaviour checklist of specific learning difficulties in reading and writing for junior secondary school students (BCL-JS). Hong Kong: Hong Kong Specific Learning Difficulties Research Team, University of Hong Kong, 1-18
24. Hulme, C., Maughan, S., & Brown, G.D. (1991). Memory for familiar and unfamiliar words: Evidence for a long-term memory contribution to short-term memory span. Journal of Memory and Language, 30, 685-701
25. Kang, J.S. (1993). Analysis of semantics of semantic-phonetics compound characters in modern Chinese. In Y. Chen (Ed.), Information analysis of usage of characters in modern Chinese (pp. 68-83, in Chinese). Shanghai: Shanghai Education
26. Leong, C.K., Tse, S.K., Loh, K.Y., & Hau, K.T. (2008). Text comprehension in Chinese children: Relative contribution of verbal working memory, pseudoword reading, rapid automatized naming and onset-rime phonological segmentation. Journal of Educational Psychology, 1, 135-149
27. Luan, H. (2005). The role of morphological awareness among mandarin-speaking and cantonese-speaking children. Hong Kong: University of Hong Kong
28. Lyon, G.R., Shaywitz, S.E., & Shaywitz, B.A. (2003). A definition of dyslexia. Annals of Dyslexia, 53, 1-14
29. Manis, F.R., Seidenberg, M.S., & Doi, L.M. (1999). See Dick RAN: Rapid naming and the longitudinal prediction of reading sub-skills in first and second graders. Scientific Studies of Reading, 3, 129-157
30. Mattingly, I.G. (1984). Reading, linguistic awareness, and language acquisition. In R.V.J. Downing (Ed.), Language awareness and learning to read (pp. 9-26). New York: Springer
31. McBride-Chang, C., & Kail, R.V. (2002). Cross-cultural similarities in the predictors of reading acquisition. Child Development, 73, 1392-1407
32. McBride-Chang, C., Lam, F., Lam, C., Doo, S., Wong, S.W.L., & Chow, Y.Y.Y. (2008). Word recognition and cognitive profiles of Chinese pre-school children at-risk for dyslexia through language delay or familial history of dyslexia. Journal of Child Psychology and Psychiatry, 49, 211-218
33. McBride-Chang, C., Shu, H., Zhou, A., Wat, C.P., & Wagner, R. (2003). Morphological awareness uniquely predicts young children's Chinese character recognition. Journal of Educational Psychology, 95, 743-751
34. McBride-Chang, C., Wagner, R.K., Muse, A., Chow, W.Y.B., & Shu, H. (2005). The role of morphological awareness in children's vocabulary acquisition in English. Applied Psycholinguistics, 26, 415-435
35. Miles, T.R., & Miles, E. (1999). Dyslexia: A hundred years on (2nd ed.). Buckingham: Open University Press
36. Morris, R.D., Stuebing, K.K., Fletcher, J.M., Shaywitz, S.E., Lyon, G.R., Shankweiler, D.P., et al. (1998). Subtypes of reading disability: Variability around a phonological core. Journal of Educational Psychology, 90, 347-373
37. Osmond, J. (1993). The reality of dyslexia. London: Cassell Educational
38. Packard, J.L. (2000). The morphology of Chinese: A linguistic and cognitive approach. Cambridge: Cambridge University Press
39. Peltzman, B.R (1992). Guidelines for early identification and strategies for early intervention of at-risk learning disabled children. (ERIC Document Reproduction Service No.351111)
40. Rose, J. (2009). Identifying and teaching children and young people with dyslexia and literacy difficulties. Retrieved March 1, 2010, from http://publications.dcsf.gov.uk/eOrdering Download/00659-2009DOM-EN.pdf
41. Rozin, P., Poritsky, S., & Sotsky, R. (1971). American children with reading problems can easily learn to read English represented by Chinese characters. Science, 171, 1264-1267
42. Salter, R., & Smythe, I. (1997). The international book of dyslexia. London: World Dyslexia Network Foundation and European Dyslexia Association
43. Shu, H., & Anderson, R.C. (1997). Role of radical awareness in the character and word acquisition of Chinese children. Reading Research Quarterly, 32, 78-89
44. Shu, H., Anderson, R.C., & Wu, N. (2000). Phonetic awareness: Knowledge of orthography-phonology relationships in the character acquisition of Chinese children. Journal of Educational Psychology, 92, 56-62
45. Shu, H., Chen, X., Anderson, R.C., Wu, N., & Xuan, Y. (2003). Properties of school Chinese: Implications for learning to read. Child Development, 74, 27-47
46. Shu, H., McBride-Chang, C., Wu, S., & Liu, H. (2006). Understanding Chinese developmental dyslexia: Morphological awareness as a core cognitive construct. Journal of Educational Psychology, 98, 122-133
47. Siok, W.T., & Fletcher, P. (2001). The role of phonological awareness and visual-orthographic skills in Chinese reading acquisition. Developmental Psychology, 37, 886-899
48. Soyfer, V. (1998). Parents promoting school success for young children with learning disabilities (ERIC Document Reproduction Service No. 428488)
49. Stanovich, K.E., & Siegel, L.S. (1994). Phenotypic performance profile of children with reading disabilities: A regression-based test of the phonological-core variabledifference model. Journal of Educational Psychology, 86, 24-53
50. Stevenson, H.W., Stigler, J.W., Lucker, G.W., Hsu, C.C., & Kitamura, S. (1982). Reading disabilities: The case of Chinese, Japanese and English. Child Development, 53, 1164-1181
51. Taylor, I., & Taylor, M.M. (1995). Writing and literacy in Chinese, Korean and Japanese Philadelphia, PA: John Benjamins
52. Vellutino, F.R., Fletcher, J.M., Snowling, M.J., & Scanlon, D.M. (2004). Specific reading disability (dyslexia): What have we learned in the past four decades? Journal of Child Psychology and Psychiatry and Allied Disciplines, 45, 2-40
53. Wang, E.Y.F., Ho, C.S.H., Chung, K.K.H., Chan, D.W., Tsang, S.M., & Lee, S.H. (2006). The Hong Kong learning behaviour checklist for preschool children (patent version). Hong Kong: Hong Kong Specific Learning Difficulties Research Team, University of Hong Kong
54. Wimmer, H., Mayringer, H., & Landerl, K. (2000). The double-deficit hypothesis and difficulties in learning to read a regular orthography. Journal of Educational Psychology, 92, 668-680
55. Wolf, M., & Katzir-Cohen, T. (2001). Reading fluency and its intervention. Scientific Studies of Reading, 5, 211-239
56. Zhang, C.-F., Zhang, J.-H., Chang, S.-M., & Zhou, J. (1998). A study of cognitive profiles of Chinese learners' reading disability. Acta Psychologica Sinica, 30, 50-56
57. Zhou, X., Zhuang, J., & Yu, M. (2002). Phonological activation of disyllabic compound words in the speech production of Chinese. Acta Psychologica Sinica, 34, 242-247