Cognitive-linguistic Profile of Chinese Children with RAN and Orthographic Deficits
Refereed conference paper presented and published in conference proceedings


摘要Deficits in phonological awareness and rapid naming (RAN) are known to be the major cognitive deficits in developmental dyslexia among alphabetic readers. This underscores the importance of sensitivity to grapheme-phoneme conversions and automatic name retrieval for reading alphabetic scripts. Given the special importance of processing orthographic patterns in logographic scripts like Chinese, the present study examined the cognitive-linguistic profile of Chinese children with deficits in RAN and/or orthographic skills. Deficits were defined as having standardized scores on corresponding RAN or orthographic measures at the lowest 25% of the sample. A total of 252 Hong Kong Chinese children of first to third grade were classified into four groups: RAN deficit (n=37), Orthographic deficit (n=37), Comorbid (n=26), and Control (n=152). Age and IQ of the four groups were matched. Results of ANOVA and post-hoc comparisons showed that the three deficit groups performed significantly worse than the Control group in Chinese word reading accuracy and fluency. Only the Comorbid group performed worse than the Control group in spelling. The RAN deficit group performed worse than the Orthographic deficit group in phonological awareness and backward digit span. The present findings indicate that both RAN and orthographic skills are important for learning to read in Chinese. Selective impairment in either skill alone is sufficient to cause failure in word reading. Spelling in Chinese, on the other hand, may require both attention to orthographic details and print-name associations. Rapid naming and orthographic skills appear to contribute to different aspects of word learning in Chinese.
著者Connie Suk-Han Ho, Lucy Shih Ju Hsu, Mo Zheng, Catherine McBride, Mary M. Y. Waye
會議名稱ARWA 2018: Association for Reading and Writing in Asia

上次更新時間 2018-31-05 於 14:16