In Search of Subtypes of Chinese Developmental Dyslexia

Autor/inn/en	Ho, Connie S.-H.; Chan, David W.; Chung, Kevin K. H.; Lee, Suk-Han; Tsang, Suk-Man
Titel	In Search of Subtypes of Chinese Developmental Dyslexia
Quelle	In: Journal of Experimental Child Psychology, 97 (2007) 1, S.61-83 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0965
DOI	10.1016/j.jecp.2007.01.002
Schlagwörter	Models; Evaluation Methods; Dyslexia; Developmental Delays; Phonology; Control Groups; Chinese; Orthographic Symbols; Reading Skills; Reading Tests; Testing + Suchen Sie Ihr Suchwort? Analogiemodell; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Entwicklungsverzögerung; Fonologie; China; Chinesen; Reading skill; Lesefertigkeit; Lesetest; Testdurchführung; Testen
Abstract	The dual-route model offers a popular way to classify developmental dyslexia into phonological and surface subtypes. The current study examined whether this dual-route model could provide a framework for understanding the varieties of Chinese developmental dyslexia. Three groups of Chinese children (dyslexics, chronological-age controls, and reading-level controls) were tested on Chinese exception character reading, pseudocharacter reading (analogous to English nonword reading), novel word learning, and some phonological and orthographic skills. It was found that Chinese exception character reading and pseudocharacter reading were highly correlated and that orthographic skills was a better predictor of both Chinese exception character and pseudocharacter reading than was phonological skills. More than half (62%) of the children in the dyslexia sample were classified as belonging to the surface subtype, but no children were classified as belonging to the phonological subtype. These results suggested that the lexical and sublexical routes in Chinese are highly interdependent or that there may be only one route from print to speech as suggested by the connectionist models. Chinese dyslexic children generally are characterized as having delays in various phonological and orthographic skills, but some, such as those identified as surface dyslexics in the current study, are more severely impaired. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10