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Article: Weaknesses in semantic, syntactic, and oral expression contribute to reading difficulties in Chinese dyslexic children

TitleWeaknesses in semantic, syntactic, and oral expression contribute to reading difficulties in Chinese dyslexic children
Authors
Issue Date2014
PublisherJohn Wiley & Sons Ltd. The Journal's web site is located at http://www3.interscience.wiley.com/cgi-bin/jhome/6124
Citation
Dyslexia, 2014, v. 20 n. 1, p. 74-98 How to Cite?
AbstractThe present study examined the role of weaknesses in some language skills for the reading difficulties among Chinese dyslexic children. Thirty Chinese dyslexic children were compared with 30 chronological age (CA) controls and 30 reading-level (RL) controls on a number of language and reading measures. The results showed that Chinese dyslexic children performed significantly worse than the CA controls but similarly to the RL controls in many of the linguistic measures except that the dyslexic group also performed significantly less well than the RL group in semantic skills and syntactic skills on multiple modifiers. The dyslexic children were found to have difficulties in semantic processing, syntactic skills and oral language expression as compared with the CA controls, which were also found to predict their performance in word recognition and/or sentence comprehension. In addition, measures of semantic discrimination, advanced syntactic word order, and oral narrative also significantly predicted the group membership of having or not having dyslexia. These findings suggest that weaknesses in some semantic and advanced syntactic skills are the potential source of poor word and sentence reading in Chinese developmental dyslexia. Implications of the present findings for the identification of dyslexia were discussed.
Persistent Identifierhttp://hdl.handle.net/10722/185166
ISSN
2015 Impact Factor: 1.429
2015 SCImago Journal Rankings: 0.769
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorXiao, XYen_US
dc.contributor.authorHo, CSHen_US
dc.date.accessioned2013-07-15T10:36:13Z-
dc.date.available2013-07-15T10:36:13Z-
dc.date.issued2014en_US
dc.identifier.citationDyslexia, 2014, v. 20 n. 1, p. 74-98en_US
dc.identifier.issn1076-9242-
dc.identifier.urihttp://hdl.handle.net/10722/185166-
dc.description.abstractThe present study examined the role of weaknesses in some language skills for the reading difficulties among Chinese dyslexic children. Thirty Chinese dyslexic children were compared with 30 chronological age (CA) controls and 30 reading-level (RL) controls on a number of language and reading measures. The results showed that Chinese dyslexic children performed significantly worse than the CA controls but similarly to the RL controls in many of the linguistic measures except that the dyslexic group also performed significantly less well than the RL group in semantic skills and syntactic skills on multiple modifiers. The dyslexic children were found to have difficulties in semantic processing, syntactic skills and oral language expression as compared with the CA controls, which were also found to predict their performance in word recognition and/or sentence comprehension. In addition, measures of semantic discrimination, advanced syntactic word order, and oral narrative also significantly predicted the group membership of having or not having dyslexia. These findings suggest that weaknesses in some semantic and advanced syntactic skills are the potential source of poor word and sentence reading in Chinese developmental dyslexia. Implications of the present findings for the identification of dyslexia were discussed.-
dc.languageengen_US
dc.publisherJohn Wiley & Sons Ltd. The Journal's web site is located at http://www3.interscience.wiley.com/cgi-bin/jhome/6124-
dc.relation.ispartofDyslexiaen_US
dc.rightsDyslexia. Copyright © John Wiley & Sons Ltd.-
dc.subject.meshComprehension-
dc.subject.meshDyslexia - physiopathology-
dc.subject.meshLanguage Tests-
dc.subject.meshLinguistics-
dc.subject.meshReading-
dc.titleWeaknesses in semantic, syntactic, and oral expression contribute to reading difficulties in Chinese dyslexic childrenen_US
dc.typeArticleen_US
dc.identifier.emailXiao, XY: xyxiao@hku.hken_US
dc.identifier.emailHo, CSH: shhoc@hkucc.hku.hken_US
dc.identifier.authorityHo, CSH=rp00631en_US
dc.description.naturelink_to_OA_fulltext-
dc.identifier.doi10.1002/dys.1460-
dc.identifier.pmid23904231-
dc.identifier.hkuros230168en_US
dc.identifier.hkuros215441-
dc.identifier.hkuros215665-
dc.identifier.volume20-
dc.identifier.issue1-
dc.identifier.spage74-
dc.identifier.epage98-
dc.identifier.isiWOS:000337625900005-
dc.publisher.placeUnited Kingdom-

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