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Article: Pragmatic skills in Chinese dyslexic children: Evidence from a parental checklist

TitlePragmatic skills in Chinese dyslexic children: Evidence from a parental checklist
Authors
KeywordsPragmatic skills
Dyslexia
Chinese
Children Communication Checklist-2 (CCC-2)
Issue Date2014
PublisherDyslexia Association of Singapore. The Journal's web site is located at http://www.das.org.sg/publications/research-journal
Citation
Asia Pacific Journal of Developmental Differences, 2014, v. 1 n. 1, p. 4-19 How to Cite?
AbstractIndividuals with deficits in pragmatic skills, the skills of applying and interpreting language appropriately in its occurring context, may lead to reduced communication ability that affects social interactions. The present study aimed at examining whether children with dyslexia had pragmatic deficits and what their specific language profile was as compared with normally‐developing children and those with autistic spectrum disorder (ASD). Sixtyeight participants of Grades 3 to 6 were recruited from five mainstream schools in Hong Kong. They were divided into the Dyslexia group (N=22), the ASD group (N=22) and the Control group (N=24) matched on age, IQ, and SES. The Children Communication Checklist‐2 (CCC‐2, Bishop, 2003), a parental checklist, was used to collect information regarding the language and communication abilities of these children. Results showed that the Chinese dyslexic children had reduced pragmatic skills compared to normally‐developing children. These dyslexic children were relatively weak in structural language skills and reduced general communication scores that were comparable to children with ASD, but they were normal in social relationships and interests. These results provided new insights for investigating communication abilities of the dyslexic population and implied a possible need for remediation of this population in the domain of language use.
Persistent Identifierhttp://hdl.handle.net/10722/204917
ISSN

 

DC FieldValueLanguage
dc.contributor.authorLam, KHen_US
dc.contributor.authorHo, CSHen_US
dc.date.accessioned2014-09-20T01:04:41Z-
dc.date.available2014-09-20T01:04:41Z-
dc.date.issued2014en_US
dc.identifier.citationAsia Pacific Journal of Developmental Differences, 2014, v. 1 n. 1, p. 4-19en_US
dc.identifier.issn2345-7341-
dc.identifier.urihttp://hdl.handle.net/10722/204917-
dc.description.abstractIndividuals with deficits in pragmatic skills, the skills of applying and interpreting language appropriately in its occurring context, may lead to reduced communication ability that affects social interactions. The present study aimed at examining whether children with dyslexia had pragmatic deficits and what their specific language profile was as compared with normally‐developing children and those with autistic spectrum disorder (ASD). Sixtyeight participants of Grades 3 to 6 were recruited from five mainstream schools in Hong Kong. They were divided into the Dyslexia group (N=22), the ASD group (N=22) and the Control group (N=24) matched on age, IQ, and SES. The Children Communication Checklist‐2 (CCC‐2, Bishop, 2003), a parental checklist, was used to collect information regarding the language and communication abilities of these children. Results showed that the Chinese dyslexic children had reduced pragmatic skills compared to normally‐developing children. These dyslexic children were relatively weak in structural language skills and reduced general communication scores that were comparable to children with ASD, but they were normal in social relationships and interests. These results provided new insights for investigating communication abilities of the dyslexic population and implied a possible need for remediation of this population in the domain of language use.-
dc.languageengen_US
dc.publisherDyslexia Association of Singapore. The Journal's web site is located at http://www.das.org.sg/publications/research-journal-
dc.relation.ispartofAsia Pacific Journal of Developmental Differencesen_US
dc.subjectPragmatic skills-
dc.subjectDyslexia-
dc.subjectChinese-
dc.subjectChildren Communication Checklist-2 (CCC-2)-
dc.titlePragmatic skills in Chinese dyslexic children: Evidence from a parental checklisten_US
dc.typeArticleen_US
dc.identifier.emailHo, CSH: shhoc@hkucc.hku.hken_US
dc.identifier.authorityHo, CSH=rp00631en_US
dc.identifier.doi10.3850/S2345734114000027-
dc.identifier.hkuros237558en_US
dc.identifier.volume1en_US
dc.identifier.issue1-
dc.identifier.spage4en_US
dc.identifier.epage19en_US
dc.publisher.placeSingapore-

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