Cognitive Profiling and Preliminary Subtyping in Chinese Developmental Dyslexia

Autor/inn/en	Ho, Connie Suk-Han; Chan, David Wai-Ock; Lee, Suk-Han; Tsang, Suk-Man; Luan, Vivian Hui
Titel	Cognitive Profiling and Preliminary Subtyping in Chinese Developmental Dyslexia
Quelle	In: Cognition, 91 (2004) 1, S.43-75 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-0277
DOI	10.1016/S0010-0277(03)00163-X
Schlagwörter	Dyslexia; Chinese; Elementary School Students; Cognitive Ability; Cognitive Processes; Literacy; Cognitive Tests; China + Suchen Sie Ihr Suchwort? Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; China; Chinesen; Denkfähigkeit; Cognitive process; Kognitiver Prozess; Alphabetisierung; Schreib- und Lesefähigkeit; Kognitiver Fähigkeitstest
Abstract	The present study examined the cognitive profile and subtypes of developmental dyslexia in a nonalphabetic script, Chinese. One hundred and forty-seven Chinese primary school children with developmental dyslexia were tested on a number of literacy and cognitive tasks. The results showed that rapid naming deficit and orthographic deficit were the two most dominant types of cognitive deficits in Chinese developmental dyslexia, and that rapid naming and orthographic processing had significant unique contributions to literacy performance. Seven subtypes of dyslexia--global deficit, orthographic deficit, phonological memory deficit, mild difficulty, and three other subtypes with rapid-naming-related deficits--were identified using scores of the cognitive tasks as classification measures in cluster analyses. These subtypes were validated with a behaviour checklist and three literacy measures. The authors suggested that orthographic and rapid naming deficits in Chinese dyslexic children might pose an interrelated problem in developing orthographic knowledge and representation. Therefore, orthographic-related difficulties may be the crux of the problem in Chinese developmental dyslexia. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10