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Article: Specific Reading Difficulties in Chinese, English, or Both: Longitudinal Markers of Phonological Awareness, Morphological Awareness, and RAN in Hong Kong Chinese Children.

TitleSpecific Reading Difficulties in Chinese, English, or Both: Longitudinal Markers of Phonological Awareness, Morphological Awareness, and RAN in Hong Kong Chinese Children.
Authors
Issue Date2012
PublisherSage Publications, Inc. The Journal's web site is located at http://ldx.sagepub.com
Citation
Journal of Learning Disabilities, 2012, v. 45 n. 6, p. 503-514 How to Cite?
AbstractWhat are the longitudinal cognitive profiles of Hong Kong Chinese children with specific reading difficulties in Chinese only, in English only, or both? A total of 16 poor readers each of Chinese (PC) and English (PE) and 8 poor readers of both orthographies (PB) were compared to a control sample (C) of 16 children; all were drawn from a statistically representative sample of 154 Hong Kong Chinese children tested at ages 5 to 9 years. PE and PB children's mothers had lower education levels than did the other groups. With children's ages and mothers' education levels statistically controlled, the PE, PC, and PB groups were significantly lower than the C group on phonological awareness. The PB and PE groups also scored significantly lower than the others on English vocabulary across years, whereas the PC and PB groups were significantly poorer than the C and PE groups on morphological awareness across years. Finally, the PB group was significantly slower than the other groups on speed naming at every age tested, underscoring the potential importance of automaticity in reading across orthographies. Findings highlight the need to consider the issue of how to identify reading difficulties in a second language.
Persistent Identifierhttp://hdl.handle.net/10722/189438
ISSN
2015 Impact Factor: 1.643
2015 SCImago Journal Rankings: 1.480
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorMcBride-Chang, Cen_US
dc.contributor.authorLiu, P. D.en_US
dc.contributor.authorWong, T.en_US
dc.contributor.authorWong, AMYen_US
dc.contributor.authorShu, Hen_US
dc.date.accessioned2013-09-17T14:41:12Z-
dc.date.available2013-09-17T14:41:12Z-
dc.date.issued2012en_US
dc.identifier.citationJournal of Learning Disabilities, 2012, v. 45 n. 6, p. 503-514en_US
dc.identifier.issn0022-2194en_US
dc.identifier.urihttp://hdl.handle.net/10722/189438-
dc.description.abstractWhat are the longitudinal cognitive profiles of Hong Kong Chinese children with specific reading difficulties in Chinese only, in English only, or both? A total of 16 poor readers each of Chinese (PC) and English (PE) and 8 poor readers of both orthographies (PB) were compared to a control sample (C) of 16 children; all were drawn from a statistically representative sample of 154 Hong Kong Chinese children tested at ages 5 to 9 years. PE and PB children's mothers had lower education levels than did the other groups. With children's ages and mothers' education levels statistically controlled, the PE, PC, and PB groups were significantly lower than the C group on phonological awareness. The PB and PE groups also scored significantly lower than the others on English vocabulary across years, whereas the PC and PB groups were significantly poorer than the C and PE groups on morphological awareness across years. Finally, the PB group was significantly slower than the other groups on speed naming at every age tested, underscoring the potential importance of automaticity in reading across orthographies. Findings highlight the need to consider the issue of how to identify reading difficulties in a second language.en_US
dc.languageengen_US
dc.publisherSage Publications, Inc. The Journal's web site is located at http://ldx.sagepub.comen_US
dc.relation.ispartofJournal of Learning Disabilitiesen_US
dc.rightsJournal of Learning Disabilities. Copyright © Sage Publications, Inc.en_US
dc.subject.meshAge Factorsen_US
dc.subject.meshDyslexia - epidemiology - psychologyen_US
dc.subject.meshEducational Measurementen_US
dc.subject.meshHong Kong - epidemiologyen_US
dc.subject.meshPhoneticsen_US
dc.titleSpecific Reading Difficulties in Chinese, English, or Both: Longitudinal Markers of Phonological Awareness, Morphological Awareness, and RAN in Hong Kong Chinese Children.en_US
dc.typeArticleen_US
dc.identifier.emailWong, AMY: amywong@hku.hken_US
dc.identifier.authorityWong, AMY=rp00973en_US
dc.identifier.doi10.1177/0022219411400748en_US
dc.identifier.pmid21421936en_US
dc.identifier.hkuros221984en_US
dc.identifier.volume45en_US
dc.identifier.issue6en_US
dc.identifier.spage503en_US
dc.identifier.epage514en_US
dc.identifier.isiWOS:000309684300002-
dc.publisher.placeUnited Statesen_US

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