Exploring the reading-writing connection in Chinese children with dyslexia in Hong Kong
Publication in refereed journal


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摘要Comparing the analyses based on the data of 1,235 Chinese children referred for government services and subsequently diagnosed as children with dyslexia in Hong Kong and those of 690 Chinese children in the sample for the normative study of the Hong Kong Test of Specific Learning Difficulties in Reading and Writing, we explored the reading-writing connection through a series of regression and correlation analyses. Specifically, orthographic knowledge, naming speed, and phonological memory were found to be salient predictors predicting both reading and writing, and when they were controlled and partialed out, the correlations between reading and writing were sizably attenuated, suggesting that these cognitive abilities or skills could act as third-variables contributing to the relationship between reading and writing. Issues related to causal inference, directionality of causality, and implications of the findings for intervention efforts and future research are discussed.
著者Chan DW, Ho CSH, Tsang SM, Lee SH, Chung KKH
期刊名稱Reading and Writing
出版年份2006
月份8
日期1
卷號19
期次6
出版社SPRINGER
頁次543 - 561
國際標準期刊號0922-4777
電子國際標準期刊號1573-0905
語言英式英語
關鍵詞dyslexia; Hong Kong; reading-writing connection
Web of Science 學科類別Education & Educational Research; EDUCATION & EDUCATIONAL RESEARCH; Psychology; Psychology, Educational; PSYCHOLOGY, EDUCATIONAL

上次更新時間 2021-26-02 於 01:15