The purpose of this study was to examine the profiles of nonresponders among native Chinese-speaking students struggling in English reading before and after an intensive intervention in phonological awareness as well as letter knowledge. Struggling English learners (n = 72) were screened from 668 Grade 4 students based on their English word…

Orthographic processing is a construct that encompasses the skills of recognizing, storing, accessing, and applying the print conventions of a writing system. Few studies have investigated orthographic processing in dyslexic children and it is not yet clear whether lexical and sublexical orthographic processing are both impaired in these children.…

To evaluate the orthographic and phonological processing skills of developmental dyslexics, we (a) examined their abilities to exploit properties of orthographic redundancy and (b) tested whether their phonological deficit extends to spelling-to-sound connections for large-grain size units such as syllables. To assess the processing skills in…

This study investigated the contributions of single-word identification and compound word categorization to Chinese students' reading achievement among 31 students with reading difficulties and 20 students without reading difficulties. The results suggested that, deficiency in single characters identification is not the primarily reason for…

This study examined the influences of problem behaviors on kindergarten reading outcomes and investigated the extent to which explicit, code-based reading instruction moderated those relations among 206 children identified as being at risk of reading difficulty. Children from the classrooms of 57 kindergarten teachers in 12 schools were randomly…

Contrasts the Initial Teaching Alphabet (ITA) with traditional orthography in classes for slow readers at the junior high school level. Reports that students using the ITA demonstrated statistically superior reading gains. (HOD)

This study examined temporal processing in relation to Chinese reading acquisition and impairment. The performances of 26 Chinese primary school children with developmental dyslexia on tasks of visual and auditory temporal order judgement, rapid naming, visual-orthographic knowledge, morphological, and phonological awareness were compared with…

Acquisition of orthographic knowledge and phonemic sensitivity are processes that are central to early reading development in several languages. The language-specific characteristics of the alphasyllabaries ( Bright, 1996), however, challenge the constructs of orthographic knowledge and phonemic sensitivity as discussed in the context of…

The vast majority of work on the processing characteristics of poor readers has been conducted with readers of English. In this article we report on results that outline the processing characteristics of poor readers of the Korean alphabetic-syllabic script, "Hangul." Three groups of readers (10 good readers, 10 poor readers and 9 poor readers…

The history of three non-Latin based orthographies--Chinese, Japanese, and Korean--is reviewed in this paper. The characteristics of the three orthographies are examined regarding the ease of learning to read with these varied symbol systems. Attention is given to the incidence of reading disability in different orthographies, and research is…

Cites the case of Hebrew learning in Israel to show that, contrary to popular belief, the complexity of grapho-phonetic relationships is a minor or nonexistent factor in learning difficulties. (FL)