Spelling as a way to classify poor Chinese-English literacy skills in Hong Kong Chinese children

IF 2.1 3区教育学 Q1 EDUCATION, SPECIAL

Annals of Dyslexia Pub Date : 2022-06-28 DOI:10.1007/s11881-022-00262-4

Zebedee Rui En Cheah, Yanyan Ye, Kelvin Fai Hong Lui, Catherine McBride, Urs Maurer

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引用次数: 1

Abstract

Previous work has predominantly focused on word reading in studying literacy difficulties; very little work has focused on spelling difficulty instead. The present study adopted spelling (dictation) as the criterion to classify poor literacy skills in Hong Kong Chinese-English bilingual children. We examined the cognitive-linguistic skills profiles across four groups of children with different spelling abilities. Based on performances on Chinese and English dictation (criterion = below 25% in a larger sample), four groups were identified, 21 poor spellers of Chinese (PC), 18 poor spellers of English (PE), 27 poor spellers of both languages (PB), and 30 good spellers of both scripts (GB). Measures on language-specific tests of cognitive-linguistic skills (phonological awareness, lexical decision, morphological awareness, rapid naming, and delayed copying) were included to compare the degree of deficit exhibited by each group. With age, grade, and non-verbal intelligence controlled, one-way ANCOVA results revealed that, compared to GB, PC manifested significant deficits in Chinese-delayed copying but scored similarly on all English cognitive-linguistic skills. PE and PB showed significant deficits in Chinese and English phonological awareness compared to PC; they were significantly weaker in English-delayed copying, morphological awareness, and rapid naming (RAN). The PB group was significantly slower in both Chinese and English RAN compared to GB. Findings highlight the critical role of delayed copying in distinguishing poor spellers in both Chinese and English, the importance of phonological awareness for spelling in English but not in Chinese, and the role of automaticity in bilingual spelling difficulties.

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香港中国儿童中英文读写能力差的拼写分类

以前的工作主要集中在单词阅读方面，研究识字困难；很少有工作把重点放在拼写困难上。本研究采用拼写（听写）作为香港中英双语儿童识字能力差的分类标准。我们研究了四组具有不同拼写能力的儿童的认知语言技能档案。基于中英文听写的表现（标准 = 在更大的样本中低于25%），确定了四组，即21名中文拼写不良（PC）、18名英语拼写不良（PE）、27名两种语言拼写不良（PB）和30名两种脚本拼写良好（GB）。包括认知语言技能（语音意识、词汇决定、形态意识、快速命名和延迟复制）的特定语言测试，以比较每组表现出的缺陷程度。在控制年龄、年级和非语言智力的情况下，单向ANCOVA结果显示，与GB相比，PC在汉语延迟复制方面表现出显著缺陷，但在所有英语认知语言技能方面得分相似。与PC相比，PE和PB在汉语和英语语音意识方面存在显著缺陷；他们在英语延迟复制、形态意识和快速命名（RAN）方面明显较弱。与GB相比，PB组在中文和英文RAN中的速度明显较慢。研究结果强调了延迟复制在区分中英文拼写能力差的人方面的关键作用，语音意识对英语拼写的重要性，而不是汉语拼写，以及自动性在双语拼写困难中的作用。

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来源期刊

Annals of Dyslexia Multiple-

CiteScore

4.90

自引率

8.70%

发文量

期刊介绍： Annals of Dyslexia is an interdisciplinary, peer-reviewed journal dedicated to the scientific study of dyslexia, its comorbid conditions; and theory-based practices on remediation, and intervention of dyslexia and related areas of written language disorders including spelling, composing and mathematics. Primary consideration for publication is given to original empirical studies, significant review, and well-documented reports of evidence-based effective practices. Only original papers are considered for publication.