NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
Cognitive-Linguistic Skills Underlying Word Reading and Spelling Difficulties in Chinese Adolescents with Dyslexia
Peer reviewed Peer reviewed
Direct linkDirect link
Chung, Kevin Kien Hoa; Lam, Chun Bun – Journal of Learning Disabilities, 2020
The present study investigated the co-occurrence of word reading and spelling difficulties for Chinese first language (L1) and English second language (L2) and the role of morphological awareness in word reading and spelling ability across two languages. A total of 110 Hong Kong Chinese-speaking students in Grade 7, including 55 adolescents with…
Descriptors: Dyslexia, Reading Skills, Spelling, Word Recognition
Beyond Auditory Sensory Processing Deficits: Lexical Tone Perception Deficits in Chinese Children with Developmental Dyslexia
Peer reviewed Peer reviewed
Direct linkDirect link
Tong, Xiuhong; Tong, Xiuli; King Yiu, Fung – Journal of Learning Disabilities, 2018
Increasing evidence suggests that children with developmental dyslexia exhibit a deficit not only at the segmental level of phonological processing but also, by extension, at the suprasegmental level. However, it remains unclear whether such a suprasegmental phonological processing deficit is due to a difficulty in processing acoustic cues of…
Descriptors: Foreign Countries, Dyslexia, Children, Comparative Analysis
Reading Fluency in Chinese Children with Reading Disabilities and/or ADHD: A Key Role for Morphology
Peer reviewed Peer reviewed
Direct linkDirect link
Li, Miao; Georgiou, George; Kirby, John R.; Frijters, Jan C.; Zhao, Wei; Wang, Tingzhao – Journal of Learning Disabilities, 2023
The Triangle Model of Reading proposes that phonology, orthography, and semantics are crucial to understand word reading and reading disability (RD). Morphology has been added as a binding agent to this model. However, it is unclear how these variables relate to word reading in children with attention deficit/hyperactivity disorder (ADHD) or…
Descriptors: Students with Disabilities, Grade 1, Grade 2, Grade 3
Effect of Working Memory Updating Training on Retrieving Symptoms of Children with Learning Disabilities
Peer reviewed Peer reviewed
Direct linkDirect link
Chen, Xiaoying; Ye, Maolin; Chang, Lei; Chen, Weigang; Zhou, Renlai – Journal of Learning Disabilities, 2018
Working memory (WM) deficiency is a primary reason for the poor academic performance of children with learning disabilities (LDs). Studies have shown that the WM of typical children could be improved through training, and WM training contributes to improving their fluid intelligence and academic achievement. However, few studies have investigated…
Descriptors: Learning Disabilities, Symptoms (Individual Disorders), Cognitive Tests, Short Term Memory
Rapid Automatized Naming and Immediate Memory Functions in Chinese Children Who Read English as a Second Language
Peer reviewed Peer reviewed
Direct linkDirect link
Ding, Yi; Guo, Jian-Peng; Yang, Ling-Yan; Zhang, Dake; Ning, Huan; Richman, Lynn C. – Journal of Learning Disabilities, 2013
This study examined reading performance of 102 Chinese Mandarin-speaking 4th graders in their second language (L2, English) as a function of performance in their first language (L1, Chinese). The results revealed that for Rapid Automatized Naming (RAN) and Rapid Alternating Stimulus (RAS) measures, the mean naming time decreased monotonically in…
Descriptors: English (Second Language), Second Language Learning, Naming, Memory
Pinyin Invented Spelling in Mandarin Chinese-Speaking Children with and without Reading Difficulties
Peer reviewed Peer reviewed
Direct linkDirect link
Ding, Yi; Liu, Ru-De; McBride, Catherine; Zhang, Dake – Journal of Learning Disabilities, 2015
This study examined analytical pinyin (a phonological coding system for teaching pronunciation and lexical tones of Chinese characters) skills in 54 Mandarin-speaking fourth graders by using an invented spelling instrument that tapped into syllable awareness, phoneme awareness, lexical tones, and tone sandhi in Chinese. Pinyin invented spelling…
Descriptors: Foreign Countries, Elementary School Students, Grade 4, Intelligence Tests