Copying Skills in Relation to Word Reading and Writing in Chinese Children with and without Dyslexia

Autor/inn/en	McBride-Chang, Catherine; Chung, Kevin K. H.; Tong, Xiuhong
Titel	Copying Skills in Relation to Word Reading and Writing in Chinese Children with and without Dyslexia
Quelle	In: Journal of Experimental Child Psychology, 110 (2011) 3, S.422-433 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0965
DOI	10.1016/j.jecp.2011.04.014
Schlagwörter	Verbal Communication; Dyslexia; Personality; Effect Size; Grade 4; Literacy; Grade 3; Intelligence Quotient; Educational Attainment; Parent Background; Mothers; Correlation; Reading; Elementary Education; Sight Method; Vietnamese; Korean; Semitic Languages; Chinese + Suchen Sie Ihr Suchwort? Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Personalität; School year 04; 4. Schuljahr; Schuljahr 04; Alphabetisierung; Schreib- und Lesefähigkeit; School year 03; 3. Schuljahr; Schuljahr 03; Intelligenzquotient; Bildungsabschluss; Bildungsgut; Elternhaus; Mother; Mutter; Korrelation; Leseprozess; Lesen; Elementarunterricht; Look-and-say method; Ganzheitsmethode; Koreanisch; Arabisch; Hebräisch; China; Chinesen
Abstract	Because Chinese character learning typically relies heavily on rote character copying, we tested independent copying skill in third- and fourth-grade Chinese children with and without dyslexia. In total, 21 Chinese third and fourth graders with dyslexia and 33 without dyslexia (matched on age, nonverbal IQ, and mother's education level) were given tasks of copying unfamiliar print in Vietnamese, Korean, and Hebrew as well as tests of word reading and writing, morphological awareness, rapid automatized naming (RAN), and orthographic processing. All three copying tasks distinguished dyslexic children from nondyslexic children with moderate effect sizes (0.67-0.80). Zero-order correlations of the three copying tasks with dictation and reading ranged from 0.37 to 0.58. With age, Raven's, group status, RAN, morphological awareness, and orthographic measures statistically controlled, the copying tasks uniquely explained 6% and 3% variance in word reading and dictation, respectively. Results suggest that copying skill itself may be useful in understanding the development and impairment of literacy skills in Chinese. (Contains 1 figure and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10