Reading and Reading Disorders in Chinese

Catherine McBride, Xiangzhi Meng, Jun Ren Lee, Dora Jue Pan

Research output: Chapter in Book/Report/Conference proceedingChapter

3 Citations (Scopus)

Abstract

This chapter considers some basic characteristics of the Chinese language and script, and discusses how it is learned in different Chinese-speaking regions. It points out the cognitive-linguistic skills that are particularly important for learning to read in Chinese, highlighting implications for the remediation of character and word reading problems. The basic written units of Chinese are characters, which correspond to syllables and usually also to morphemes. Reading development depends on multiple cognitive skills, and it is generally agreed that there are multiple cognitive risk factors for developmental dyslexia in Chinese children and adolescents, some persisting from childhood to young adulthood. Children with dyslexia generally manifest spelling problems that are often more severe and more persistent than their difficulties with reading. The chapter focuses on the development of word recognition skills in Chinese. Interest in specific skills training for Chinese literacy remediation is growing.

Original languageEnglish
Title of host publicationThe Science of Reading
Subtitle of host publicationA Handbook, Second Edition
Publisherwiley
Pages354-371
Number of pages18
ISBN (Electronic)9781119705116
ISBN (Print)9781119705093
DOIs
Publication statusPublished - 2022 Jan 1

Keywords

  • Chinese literacy remediation
  • Chinese-speaking regions
  • Cognitive-linguistic skills
  • Reading development
  • Spelling problems
  • Word reading problems
  • Word recognition skills

ASJC Scopus subject areas

  • General Arts and Humanities

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