Cognitive Processing Skills and Developmental Dyslexia in Chinese

Autor/inn/en	Wang, Xiaochen; Georgiou, George K.; Das, J. P.; Li, Qing
Titel	Cognitive Processing Skills and Developmental Dyslexia in Chinese
Quelle	In: Journal of Learning Disabilities, 45 (2012) 6, S.526-537 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219411402693
Schlagwörter	Dyslexia; Reading Difficulties; Reading Fluency; Phonological Awareness; Grade 2; Grade 4; Cognitive Processes; Orthographic Symbols; Planning; Attention; Memory; Reading Skills; Comparative Analysis; Chinese; Developmental Disabilities; China; Cognitive Assessment System; Raven Progressive Matrices; Wechsler Adult Intelligence Scale + Suchen Sie Ihr Suchwort? Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Reading difficulty; Leseschwierigkeit; School year 02; 2. Schuljahr; Schuljahr 02; School year 04; 4. Schuljahr; Schuljahr 04; Cognitive process; Kognitiver Prozess; Ablaufplanung; Planungsprozess; Aufmerksamkeit; Gedächtnis; Reading skill; Lesefertigkeit; China; Chinesen; Entwicklungsstörung
Abstract	The purpose of the present study was twofold: (a) to examine the extent to which Chinese dyslexic children experience deficits in phonological and orthographic processing skills and (b) to examine if Chinese dyslexia is associated with deficits in Planning, Attention, Simultaneous, and Successive (PASS) processing. A total of 27 Grade 4 children with dyslexia (DYS), 27 Grade 4 chronological age (CA) controls, and 27 Grade 2 reading age (RA) controls were tested on measures of phonological awareness, rapid naming, phonological memory, PASS, reading accuracy, and reading fluency. The results indicated that the DYS group performed significantly poorer than the CA and RA groups on both measures of phonological awareness and on a measure of orthographic processing but comparably to the RA group on a measure of rapid naming and both measures of phonological memory. In regard to the PASS processing skills, the DYS group performed worse than the CA controls on Successive and Simultaneous processing but comparably to the RA group on all PASS processing skills. Implications of these findings for early identification and intervention of reading difficulties are discussed. (Contains 3 tables.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10