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Direct linkMekonnen, Abebayehu Messele – Educational Psychology in Practice, 2023
This exploratory study aimed at developing a dyslexia assessment tool in the Amharic language and to collect initial reliability and validity data on the tool designed to identify dyslexia in Grade 3. The developed battery consists of 10 tests. Data were collected from 121 Amharic-speaking children, aged 9-12 years. Evidence of construct validity…
Descriptors: Dyslexia, Screening Tests, Identification, Grade 3
Liu, Sisi; Wang, Li-Chih; Liu, Duo – Journal of Research in Reading, 2019
Background: There is emerging evidence that individuals with developmental dyslexia show deficits in visual-spatial attention. This study focused on visual searches and examined whether visual search deficits would be found in Chinese children with dyslexia. More importantly, we examined the associations between dyslexia and distinct types of…
Descriptors: Dyslexia, Intelligence Quotient, Comparative Analysis, Nonverbal Ability
Download full textHarrison, Gina L. – Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée, 2021
A collection of cognitive, linguistic, and spelling measures were administered to third-grade English L1 and L2 learners. To capture formative assessments of children's developing mental graphemic representations (MGRs), spelling errors in isolation were subjected to analysis across three metrics: (1) Phonological constrained; (2)…
Descriptors: Error Analysis (Language), Scoring, Spelling, Oral Language
Leong, Che Kan; Tse, Shek Kam; Loh, Ka Yee; Ki, Wing Wah – Reading Psychology, 2011
Orthographic knowledge in Chinese was hypothesized to affect elementary Chinese text comprehension (four essays) by 80 twelve-year-old ethnic alphasyllabary language users compared with 74 native Chinese speakers at similar reading level. This was tested with two rapid automatized naming tasks; two working memory tasks; three orthographic…
Descriptors: Orthographic Symbols, Sino Tibetan Languages, Urdu, Chinese
PDF pending restorationChu-Chang, Mae; Loritz, Donald J. – 1976
Three main issues relating to the question of silent speech in reading are considered: (1) How do Chinese speakers process Chinese ideographs in short-term memory? (2) How is Chinese students' learning of written English affected by the transition to an alphabetic language? (3) Are the strategies for encoding written words in short-term memory…
Descriptors: Alphabets, Cantonese, Chinese, Cognitive Processes
