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Article: Second language learning difficulties in chinese children with dyslexia: What are the reading-related cognitive skills that contribute to english and chinese word reading?

TitleSecond language learning difficulties in chinese children with dyslexia: What are the reading-related cognitive skills that contribute to english and chinese word reading?
Authors
KeywordsCross-language aspects
Dyslexia
Precursors
Issue Date2010
PublisherSage Publications, Inc. The Journal's web site is located at http://ldx.sagepub.com
Citation
Journal Of Learning Disabilities, 2010, v. 43 n. 3, p. 195-211 How to Cite?
AbstractThis study examined the relations between reading-related cognitive skills and word reading development of Chinese children with dyslexia in their Chinese language (L1) and in English (L2). A total of 84 bilingual children-28 with dyslexia, 28 chronological age (CA) controls, and 28 reading-level (RL) controls-participated and were administered measures of word reading, rapid naming, visual-orthographic skills, and phonological and morphological awareness in both L1 and L2. Children with dyslexia showed weaker performance than CA controls in both languages and had more difficulties in phonological awareness in English but not in Chinese. In addition, reading-related cognitive skills in Chinese contributed significantly to the ability to read English words, suggesting cross-linguistic transfer from L1 to L2. Results found evidence for different phonological units of awareness related to the characteristics of the different languages being learned, supporting the psycholinguistic grain size and linguistic coding differences hypotheses. © Hammill Institute on Disabilities 2010.
Persistent Identifierhttp://hdl.handle.net/10722/124306
ISSN
2015 Impact Factor: 1.643
2015 SCImago Journal Rankings: 1.480
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorChung, KKHen_HK
dc.contributor.authorHo, CSHen_HK
dc.date.accessioned2010-10-31T10:27:05Z-
dc.date.available2010-10-31T10:27:05Z-
dc.date.issued2010en_HK
dc.identifier.citationJournal Of Learning Disabilities, 2010, v. 43 n. 3, p. 195-211en_HK
dc.identifier.issn0022-2194en_HK
dc.identifier.urihttp://hdl.handle.net/10722/124306-
dc.description.abstractThis study examined the relations between reading-related cognitive skills and word reading development of Chinese children with dyslexia in their Chinese language (L1) and in English (L2). A total of 84 bilingual children-28 with dyslexia, 28 chronological age (CA) controls, and 28 reading-level (RL) controls-participated and were administered measures of word reading, rapid naming, visual-orthographic skills, and phonological and morphological awareness in both L1 and L2. Children with dyslexia showed weaker performance than CA controls in both languages and had more difficulties in phonological awareness in English but not in Chinese. In addition, reading-related cognitive skills in Chinese contributed significantly to the ability to read English words, suggesting cross-linguistic transfer from L1 to L2. Results found evidence for different phonological units of awareness related to the characteristics of the different languages being learned, supporting the psycholinguistic grain size and linguistic coding differences hypotheses. © Hammill Institute on Disabilities 2010.en_HK
dc.languageengen_HK
dc.publisherSage Publications, Inc. The Journal's web site is located at http://ldx.sagepub.comen_HK
dc.relation.ispartofJournal of Learning Disabilitiesen_HK
dc.subjectCross-language aspectsen_HK
dc.subjectDyslexiaen_HK
dc.subjectPrecursorsen_HK
dc.subject.meshCognition-
dc.subject.meshDyslexia - psychology-
dc.subject.meshMultilingualism-
dc.subject.meshReading-
dc.subject.meshTransfer (Psychology)-
dc.titleSecond language learning difficulties in chinese children with dyslexia: What are the reading-related cognitive skills that contribute to english and chinese word reading?en_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0022-2194&volume=43&issue=3&spage=195&epage=211&date=2009&atitle=Second+language+learning+difficulties+in+chinese+children+with+dyslexia:+What+are+the+reading-related+cognitive+skills+that+contribute+to+english+and+chinese+word+reading?en_HK
dc.identifier.emailHo, CSH:shhoc@hkucc.hku.hken_HK
dc.identifier.authorityHo, CSH=rp00631en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1177/0022219409345018en_HK
dc.identifier.pmid19897734-
dc.identifier.scopuseid_2-s2.0-77951592976en_HK
dc.identifier.hkuros174809en_HK
dc.identifier.hkuros192847-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-77951592976&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume43en_HK
dc.identifier.issue3en_HK
dc.identifier.spage195en_HK
dc.identifier.epage211en_HK
dc.identifier.isiWOS:000276979400001-
dc.publisher.placeUnited Statesen_HK
dc.identifier.scopusauthoridChung, KKH=13302613100en_HK
dc.identifier.scopusauthoridHo, CSH=35095289900en_HK

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