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Contribution of discourse and morphosyntax skills to reading comprehension in Chinese dyslexic and typically developing children.

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Title: Contribution of discourse and morphosyntax skills to reading comprehension in Chinese dyslexic and typically developing children.
Authors: Chik PP (AUTHOR), Ho CS (AUTHOR), Yeung PS (AUTHOR), Wong YK (AUTHOR), Chan DW (AUTHOR), Chung KK (AUTHOR), Lo LY (AUTHOR), Chik, Pakey Pui-man (AUTHOR), Ho, Connie Suk-han (AUTHOR), Yeung, Pui-sze (AUTHOR), Wong, Yau-kai (AUTHOR), Chan, David Wai-ock (AUTHOR), Chung, Kevin Kien-hoa (AUTHOR), Lo, Lap-yan (AUTHOR)
Source: Annals of Dyslexia. 2012, Vol. 62 Issue 1, p1-18. 18p.
Abstract: This study aimed at identifying important skills for reading comprehension in Chinese dyslexic children and their typically developing counterparts matched on age (CA controls) or reading level (RL controls). The children were assessed on Chinese reading comprehension, cognitive, and reading-related skills. Results showed that the dyslexic children performed significantly less well than the CA controls but similarly to RL controls in most measures. Results of multiple regression analyses showed that word-level reading-related skills like oral vocabulary and word semantics were found to be strong predictors of reading comprehension among typically developing junior graders and dyslexic readers of senior grades, whereas morphosyntax, a text-level skill, was most predictive for typically developing senior graders. It was concluded that discourse and morphosyntax skills are particularly important for reading comprehension in the non-inflectional and topic-prominent Chinese system. [ABSTRACT FROM AUTHOR]
Copyright of Annals of Dyslexia is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Contribution of discourse and morphosyntax skills to reading comprehension in Chinese dyslexic and typically developing children.
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  Data: <searchLink fieldCode="JN" term="%22Annals+of+Dyslexia%22">Annals of Dyslexia</searchLink>. 2012, Vol. 62 Issue 1, p1-18. 18p.
– Name: Abstract
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  Data: This study aimed at identifying important skills for reading comprehension in Chinese dyslexic children and their typically developing counterparts matched on age (CA controls) or reading level (RL controls). The children were assessed on Chinese reading comprehension, cognitive, and reading-related skills. Results showed that the dyslexic children performed significantly less well than the CA controls but similarly to RL controls in most measures. Results of multiple regression analyses showed that word-level reading-related skills like oral vocabulary and word semantics were found to be strong predictors of reading comprehension among typically developing junior graders and dyslexic readers of senior grades, whereas morphosyntax, a text-level skill, was most predictive for typically developing senior graders. It was concluded that discourse and morphosyntax skills are particularly important for reading comprehension in the non-inflectional and topic-prominent Chinese system. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Annals of Dyslexia is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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