The Cognitive-Linguistic Profiles and Academic Performances of Chinese Children with Dyslexia across Cultures: Beijing, Hong Kong, and Taipei
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| Title: | The Cognitive-Linguistic Profiles and Academic Performances of Chinese Children with Dyslexia across Cultures: Beijing, Hong Kong, and Taipei |
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| Language: | English |
| Authors: | Dora Jue Pan, Xiangzhi Meng (ORCID |
| Source: | Annals of Dyslexia. 2024 74(2):222-242. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Dyslexia, Correlation, Cognitive Processes, Linguistic Competence, Literacy, English Language Learners, English (Second Language), Second Language Learning, Mathematics, Reading, Performance Tests, Foreign Countries, Phonology, Morphology (Languages), Spelling, Duplication |
| Geographic Terms: | China (Beijing), Hong Kong, Taiwan (Taipei) |
| DOI: | 10.1007/s11881-024-00301-2 |
| ISSN: | 0736-9387 1934-7243 |
| Abstract: | This study examined the cognitive-linguistic and literacy-related correlates of dyslexia in three Chinese cities and the English word reading and mathematics performances of Chinese children with dyslexia. Chinese children with/without dyslexia were measured with an equivalent test battery of literacy and mathematics in Beijing, Hong Kong, and Taipei. Univariate analysis results suggested that phonological sensitivity distinguished those with and without dyslexia across all three cities in group comparisons. In Taipei and Hong Kong, morphological awareness, delayed copying, and spelling also distinguished the groups. Logistic regression analyses demonstrated that Chinese character reading, as directly compared to Chinese word reading, also distinguished the groups particularly well. In addition, in Beijing and Hong Kong, children with dyslexia performed significantly less well in English word reading than those without dyslexia. In Hong Kong and Taipei, children with dyslexia also had difficulties in mathematics performance. Findings highlight the fundamental importance of some cognitive-linguistic skills for explaining Chinese dyslexia across cultures, the utility of recognizing the individual Chinese character as a foundational unit of analysis in Chinese across cultures, and the generalizability of the comorbidity of both English as a second language (L2) and mathematics with dyslexia in Chinese children in both Beijing and Hong Kong. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1431082 |
| Database: | ERIC |
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| Abstract: | This study examined the cognitive-linguistic and literacy-related correlates of dyslexia in three Chinese cities and the English word reading and mathematics performances of Chinese children with dyslexia. Chinese children with/without dyslexia were measured with an equivalent test battery of literacy and mathematics in Beijing, Hong Kong, and Taipei. Univariate analysis results suggested that phonological sensitivity distinguished those with and without dyslexia across all three cities in group comparisons. In Taipei and Hong Kong, morphological awareness, delayed copying, and spelling also distinguished the groups. Logistic regression analyses demonstrated that Chinese character reading, as directly compared to Chinese word reading, also distinguished the groups particularly well. In addition, in Beijing and Hong Kong, children with dyslexia performed significantly less well in English word reading than those without dyslexia. In Hong Kong and Taipei, children with dyslexia also had difficulties in mathematics performance. Findings highlight the fundamental importance of some cognitive-linguistic skills for explaining Chinese dyslexia across cultures, the utility of recognizing the individual Chinese character as a foundational unit of analysis in Chinese across cultures, and the generalizability of the comorbidity of both English as a second language (L2) and mathematics with dyslexia in Chinese children in both Beijing and Hong Kong. |
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| ISSN: | 0736-9387 1934-7243 |
| DOI: | 10.1007/s11881-024-00301-2 |
