The phonological deficit hypothesis in Chinese developmental dyslexia

The phonological deficit hypothesis in Chinese developmental dyslexia The phonological deficit hypothesis in developmental dyslexia wasexamined with readers in Chinese, a nonalphabetic script. Fifty-sixChinese children with dyslexia (23 of whom had reading and writingdifficulties and 33 had reading problems only) were compared withaverage readers of the same age (CA controls) and average readers of thesame reading-level (RL controls) in phonological awareness andphonological memory skills. The results showed that the Chinese dyslexicchildren with both reading and writing difficulties performedsignificantly worse than their CA controls and RL controls in nearly allthe phonological tasks, whereas those with reading problems only,performed significantly less well than their CA controls, but similarlywith their RL controls. These findings suggest that Chinese childrenwith dyslexia have deficits in processing phonological information liketheir alphabetic counterparts. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reading and Writing Springer Journals

The phonological deficit hypothesis in Chinese developmental dyslexia

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Publisher
Kluwer Academic Publishers
Copyright
Copyright © 2000 by Kluwer Academic Publishers
Subject
Linguistics; Language and Literature; Psycholinguistics; Education, general; Neurology; Literacy
ISSN
0922-4777
eISSN
1573-0905
D.O.I.
10.1023/A:1008040922662
Publisher site
See Article on Publisher Site

References

  • A reading-level-design study of phonological skills underlying fourth-grade children's word reading difficulties
    Bowey, J.A.; Cain, M.T.; Ryan, S.M.

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