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- Publisher Website: 10.1177/0022219411400748
- Scopus: eid_2-s2.0-82955221125
- PMID: 21421936
- WOS: WOS:000309684300002
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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.
Title | Specific Reading Difficulties in Chinese, English, or Both: Longitudinal Markers of Phonological Awareness, Morphological Awareness, and RAN in Hong Kong Chinese Children. |
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Authors | |
Keywords | bilingual vocabulary knowledge rapid automatized naming phonological awareness morphological awareness |
Issue Date | 2012 |
Publisher | Sage 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? |
Abstract | What 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 Identifier | http://hdl.handle.net/10722/189438 |
ISSN | 2023 Impact Factor: 2.4 2023 SCImago Journal Rankings: 1.669 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | McBride-Chang, C | - |
dc.contributor.author | Liu, PD | - |
dc.contributor.author | Wong, TY | - |
dc.contributor.author | Wong, AMY | - |
dc.contributor.author | Shu, H | - |
dc.date.accessioned | 2013-09-17T14:41:12Z | - |
dc.date.available | 2013-09-17T14:41:12Z | - |
dc.date.issued | 2012 | - |
dc.identifier.citation | Journal of Learning Disabilities, 2012, v. 45 n. 6, p. 503-514 | - |
dc.identifier.issn | 0022-2194 | - |
dc.identifier.uri | http://hdl.handle.net/10722/189438 | - |
dc.description.abstract | What 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. | - |
dc.language | eng | - |
dc.publisher | Sage Publications, Inc. The Journal's web site is located at http://ldx.sagepub.com | - |
dc.relation.ispartof | Journal of Learning Disabilities | - |
dc.rights | Journal of Learning Disabilities. Copyright © Sage Publications, Inc. | - |
dc.subject | bilingual | - |
dc.subject | vocabulary knowledge | - |
dc.subject | rapid automatized naming | - |
dc.subject | phonological awareness | - |
dc.subject | morphological awareness | - |
dc.title | Specific Reading Difficulties in Chinese, English, or Both: Longitudinal Markers of Phonological Awareness, Morphological Awareness, and RAN in Hong Kong Chinese Children. | - |
dc.type | Article | - |
dc.identifier.email | Wong, TY: terrytyw@hku.hk | - |
dc.identifier.email | Wong, AMY: amywong@hku.hk | - |
dc.identifier.authority | Wong, TY=rp02453 | - |
dc.identifier.authority | Wong, AMY=rp00973 | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1177/0022219411400748 | - |
dc.identifier.pmid | 21421936 | - |
dc.identifier.scopus | eid_2-s2.0-82955221125 | - |
dc.identifier.hkuros | 221984 | - |
dc.identifier.volume | 45 | - |
dc.identifier.issue | 6 | - |
dc.identifier.spage | 503 | - |
dc.identifier.epage | 514 | - |
dc.identifier.isi | WOS:000309684300002 | - |
dc.publisher.place | United States | - |
dc.identifier.issnl | 0022-2194 | - |