Understanding Chinese Developmental Dyslexia: Morphological Awareness as a Core Cognitive Construct

Autor/inn/en	Shu, Hua; McBride-Chang, Catherine; Wu, Sina; Liu, Hongyun
Titel	Understanding Chinese Developmental Dyslexia: Morphological Awareness as a Core Cognitive Construct
Quelle	In: Journal of Educational Psychology, 98 (2006) 1, S.122-133 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
Schlagwörter	Grade 6; Vocabulary Skills; Reading Difficulties; Reading Skills; Dyslexia; Children; Chinese; Grade 5; Path Analysis; Morphology (Languages) + Suchen Sie Ihr Suchwort? School year 06; 6. Schuljahr; Schuljahr 06; Aktiver Wortschatz; Reading difficulty; Leseschwierigkeit; Reading skill; Lesefertigkeit; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Child; Kind; Kinder; China; Chinesen; School year 05; 5. Schuljahr; Schuljahr 05; Pfadanalyse; Morphology; Morphologie
Abstract	Tasks representing 9 cognitive constructs of potential importance to understanding Chinese reading development and impairment were administered to 75 children with dyslexia and 77 age-matched children without reading difficulties in 5th and 6th grade. Logistic regression analyses revealed that dyslexic readers were best distinguished from age-matched controls with tasks of morphological awareness, speeded number naming, and vocabulary skill; performance on tasks of visual skills or phonological awareness failed to distinguish the groups. Path analyses further revealed that a construct of morphological awareness was the strongest consistent predictor of a variety of literacy-related skills across both groups. Findings suggest that morphological awareness may be a core theoretical construct necessary for explaining variability in reading Chinese. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10