Li-Chih Wang, Duo Liu, Lorinda Li-Ying Kwan-Chen, Kevin Kien-Hoa Chung, Ji-Kang Chen
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Lower prosodic sensitivity in Chinese children with dyslexia and its impact on Chinese reading
The current study aims to examine prosodic sensitivity in Chinese children with dyslexia and its relation to Chinese reading in children with and without dyslexia. A total of 172 Chinese children from third grade to sixth grade in Taiwanese primary schools were recruited. Thirty (14 male) children were identified as having dyslexia, and the remaining children (N = 142; 67 male) were typically developing children matched with those with dyslexia as carefully as possible with respect to school, grade, and gender. Our results indicated that group differences were found for all three types of prosodic sensitivity. Moderation analyses showed that group had no significant interaction with prosodic sensitivity in predicting Chinese reading, so the participants in the two groups were combined in the following analyses. The results of the stepwise regression analyses showed that only lexical tone awareness could significantly predict Chinese character reading after controlling for phonological awareness, while only intonation awareness could significantly predict reading comprehension after controlling for Chinese character reading. The results provide preliminary evidence on the issue of prosodic sensitivity in Chinese children with dyslexia and its role in Chinese reading, which might provide a novel approach to the teaching of Chinese languages.
期刊介绍:
DYSLEXIA provides reviews and reports of research, assessment and intervention practice. In many fields of enquiry theoretical advances often occur in response to practical needs; and a central aim of the journal is to bring together researchers and practitioners in the field of dyslexia, so that each can learn from the other. Interesting developments, both theoretical and practical, are being reported in many different countries: DYSLEXIA is a forum in which a knowledge of these developments can be shared by readers in all parts of the world. The scope of the journal includes relevant aspects of Cognitive, Educational, Developmental and Clinical Psychology Child and Adult Special Education and Remedial Education Therapy and Counselling Neuroscience, Psychiatry and General Medicine The scope of the journal includes relevant aspects of: - Cognitive, Educational, Developmental and Clinical Psychology - Child and Adult Special Education and Remedial Education - Therapy and Counselling - Neuroscience, Psychiatry and General Medicine