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- Publisher Website: 10.1016/j.ridd.2019.103443
- Scopus: eid_2-s2.0-85069887981
- PMID: 31374382
- WOS: WOS:000483454500006
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Article: Visual statistical learning and orthographic awareness in Chinese Children with and without developmental dyslexia
Title | Visual statistical learning and orthographic awareness in Chinese Children with and without developmental dyslexia |
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Authors | |
Keywords | Developmental dyslexia Visual statistical learning Implicit orthographic Awareness Chinese word reading |
Issue Date | 2019 |
Publisher | Pergamon. The Journal's web site is located at http://www.elsevier.com/locate/redevdis |
Citation | Research in Developmental Disabilities, 2019, v. 92, p. article no. 103443 How to Cite? |
Abstract | This study examined the role of visual statistical learning in reading and writing and its relationship to orthographic awareness in Hong Kong Chinese children with and without developmental dyslexia. Thirty-five 7- to 8-year-old children with developmental dyslexia and 37 chronologically age-matched controls were tested on visual statistical learning, orthographic awareness, nonverbal cognitive ability, Chinese word reading, and word dictation tasks. Visual statistical learning was assessed using a triplet learning paradigm that required children to detect the temporal order of visual stimuli. Orthographic awareness was measured with a novel character invention task that required children to create pseudocharacters using untaught stroke patterns according to the rules of Chinese character orthography. Children with dyslexia performed significantly worse than their age-matched controls on both the visual statistical learning and orthographic awareness tasks. Furthermore, visual statistical learning was significantly associated with orthographic awareness and word reading. These findings suggest that Chinese children with dyslexia are impaired in visual statistical learning and that such deficits may be related to disrupted orthographic learning abilities, thereby contributing to their reading difficulties. |
Persistent Identifier | http://hdl.handle.net/10722/274069 |
ISSN | 2021 Impact Factor: 3.000 2020 SCImago Journal Rankings: 1.024 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Tong, X | - |
dc.contributor.author | Leung, WWS | - |
dc.contributor.author | Tong, X | - |
dc.date.accessioned | 2019-08-18T14:54:27Z | - |
dc.date.available | 2019-08-18T14:54:27Z | - |
dc.date.issued | 2019 | - |
dc.identifier.citation | Research in Developmental Disabilities, 2019, v. 92, p. article no. 103443 | - |
dc.identifier.issn | 0891-4222 | - |
dc.identifier.uri | http://hdl.handle.net/10722/274069 | - |
dc.description.abstract | This study examined the role of visual statistical learning in reading and writing and its relationship to orthographic awareness in Hong Kong Chinese children with and without developmental dyslexia. Thirty-five 7- to 8-year-old children with developmental dyslexia and 37 chronologically age-matched controls were tested on visual statistical learning, orthographic awareness, nonverbal cognitive ability, Chinese word reading, and word dictation tasks. Visual statistical learning was assessed using a triplet learning paradigm that required children to detect the temporal order of visual stimuli. Orthographic awareness was measured with a novel character invention task that required children to create pseudocharacters using untaught stroke patterns according to the rules of Chinese character orthography. Children with dyslexia performed significantly worse than their age-matched controls on both the visual statistical learning and orthographic awareness tasks. Furthermore, visual statistical learning was significantly associated with orthographic awareness and word reading. These findings suggest that Chinese children with dyslexia are impaired in visual statistical learning and that such deficits may be related to disrupted orthographic learning abilities, thereby contributing to their reading difficulties. | - |
dc.language | eng | - |
dc.publisher | Pergamon. The Journal's web site is located at http://www.elsevier.com/locate/redevdis | - |
dc.relation.ispartof | Research in Developmental Disabilities | - |
dc.subject | Developmental dyslexia | - |
dc.subject | Visual statistical learning | - |
dc.subject | Implicit orthographic | - |
dc.subject | Awareness | - |
dc.subject | Chinese word reading | - |
dc.title | Visual statistical learning and orthographic awareness in Chinese Children with and without developmental dyslexia | - |
dc.type | Article | - |
dc.identifier.email | Tong, X: xltong@hku.hk | - |
dc.identifier.authority | Tong, X=rp01546 | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1016/j.ridd.2019.103443 | - |
dc.identifier.pmid | 31374382 | - |
dc.identifier.scopus | eid_2-s2.0-85069887981 | - |
dc.identifier.hkuros | 301833 | - |
dc.identifier.volume | 92 | - |
dc.identifier.spage | article no. 103443 | - |
dc.identifier.epage | article no. 103443 | - |
dc.identifier.isi | WOS:000483454500006 | - |
dc.publisher.place | United Kingdom | - |
dc.identifier.issnl | 0891-4222 | - |