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Cognitive skills and literacy performance of Chinese adolescents with and without dyslexia |
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| Authors: | Kevin K H Chung Connie S -H Ho David W Chan Suk-Man Tsang Suk-Han Lee |
| Institution: | 1. Social and Cognitive Neuroscience Unit, Department of Special Education and Counselling, The Hong Kong Institute of Education, 10 Lo Ping Road, Tai Po, NT, Hong Kong, China 2. The University of Hong Kong, Pokfulam, Hong Kong, China 3. The Chinese University of Hong Kong, Sha Tin, Hong Kong, China 4. Education Bureau, Hong Kong SAR Government, Hong Kong, China |
| Abstract: | The present study sought to identify cognitive abilities that might distinguish Hong Kong Chinese adolescents with dyslexia and to assess how these abilities were associated with Chinese word reading, word dictation, and reading comprehension. The cognitive skills of interest were morphological awareness, visual-orthographic knowledge, rapid naming, and verbal working memory. A total of 90 junior secondary school students, 30 dyslexic, 30 chronological age controls, and 30 reading level controls was tested on a range of cognitive and literacy tasks. Dyslexic students were less competent than the control students in all cognitive and literacy measures. The regression analyses also showed that verbal working memory, rapid naming, morphological awareness, and visual-orthographic knowledge were significantly associated with literacy performance. Findings underscore the importance of these cognitive skills for Chinese literacy acquisition. Overall, this study highlights the persistent difficulties of Chinese dyslexic adolescents who seem to have multiple causes for reading and spelling difficulties. |
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