This study aimed to investigate the moderating effect of morphological awareness on the relationship between word detection skills and reading comprehension in Chinese children with and without dyslexia. The study included 116 Chinese children in third to sixth grades, with 60 children diagnosed with dyslexia and 56 matching typically developing…

Abstract The relation between statistical learning and working memory in children with developmental dyslexia (DD) remains unclear. This study employed a distributional and a conditional statistical learning experiment and a working memory task to examine this relation in 651 Chinese 6- to 12-year-olds with and without DD (N[subscript DD] = 199,…

A growing body of evidence suggests that children with dyslexia in alphabetic languages exhibit visual-spatial attention deficits that can obstruct reading acquisition by impairing their phonological decoding skills. However, it remains an open question whether these visual-spatial attention deficits are present in children with dyslexia in…

It has been widely accepted that developmental dyslexia (DD) exhibits deficits in reading and spelling. However, the role of phonology and semantics in reading and spelling in dyslexia has not been systematically investigated. In Experiment 1, 45 Chinese children with DD and 43 age-matched controls read two tests with Chinese characters. One test…

This meta-analysis synthesizes 49 standardized mean-change differences between control and treatment groups as effect sizes from 28 independent studies, investigating the efficacy of existing reading interventions on literacy skills for Chinese children. Six potentially important moderators were considered in this study. These moderators included…

A form-preparation task in the language production field was adopted to examine output phonological representations in Chinese dyslexia and their susceptibility to training. Forty-one Chinese children with dyslexia (7-11 years old) and 36 chronological age controls completed this task. The controls demonstrated a marginally significant syllable…

Excessive crowding in the visual periphery has been demonstrated in children with developmental dyslexia (DD). However, less is known about crowding in the fovea, even though foveal crowding is at least equally important, as reading is mostly accomplished through foveal vision. Here we used a special set of digit stimuli (Pelli fonts) to measure…

This study examined distributional statistical learning of positional, phonetic, and semantic regularities of an artificial orthography in Chinese children aged 8-10 years: 29 with dyslexia, 29 age-matched controls, and 30 reading-level matched controls. Despite having positional regularity learning performance comparable to the controls, the…

Abundant behavioral studies have demonstrated high comorbidity of reading and handwriting difficulties in developmental dyslexia (DD), a neurological condition characterized by unexpectedly low reading ability despite adequate nonverbal intelligence and typical schooling. The neural correlates of handwriting deficits remain largely unknown;…

Within the framework of the theory of visual attention (TVA), the visual attention span (VAS) deficit among individuals with developmental dyslexia has been ascribed to the problems entailed by bottom-up (BotU) and top-down (TopD) attentional processes. The former involves two VAS subcomponents: the visual short-term memory storage and perceptual…

Background: Recent models of writing acknowledge the influential role of motivation in writing development. There has been a paucity of research on writing motivation in children. This study investigated writing motivation among Chinese children with developmental dyslexia. Methods: Forty-one Chinese children with developmental dyslexia (RD) in…

Visual-motor integration is an ability to coordinate the visual information and limb movement, which has direct relevance to Chinese handwriting ability. Interestingly handwriting practice can also improve Chinese reading. However, the relationship between visual-motor integration and reading ability in Chinese is unclear. The present study…

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…

The relationships among visual and auditory temporal processing, rapid naming, and oral reading fluency in Chinese children with and without dyslexia were examined. Primary school-aged Chinese children with dyslexia (N = 47) and chronological-age-matched controls (N = 47) were recruited. Temporal processing, rapid naming, oral reading fluency,…

Recently, the United Nations Educational, Scientific, and Cultural Organization (UNESCO) reported that although countries around the world must ensure that students with disabilities receive free, inclusive, and appropriate education, students with disabilities are less likely to complete primary or secondary school in many countries. Though this…