TY - JOUR
T1 - The cognitive-linguistic profiles and academic performances of Chinese children with dyslexia across cultures
T2 - Beijing, Hong Kong, and Taipei
AU - Pan, Dora Jue
AU - Meng, Xiangzhi
AU - Lee, Jun Ren
AU - Ng, Melody Chi Yi
AU - McBride, Catherine
N1 - Publisher Copyright:
© The Author(s), under exclusive licence to The International Dyslexia Association 2024. corrected publication 2024.
PY - 2024/7
Y1 - 2024/7
N2 - This study examined the cognitive-linguistic and literacy-related correlates of dyslexia in three Chinese cities and the English word reading and mathematics performances of Chinese children with dyslexia. Chinese children with/without dyslexia were measured with an equivalent test battery of literacy and mathematics in Beijing, Hong Kong, and Taipei. Univariate analysis results suggested that phonological sensitivity distinguished those with and without dyslexia across all three cities in group comparisons. In Taipei and Hong Kong, morphological awareness, delayed copying, and spelling also distinguished the groups. Logistic regression analyses demonstrated that Chinese character reading, as directly compared to Chinese word reading, also distinguished the groups particularly well. In addition, in Beijing and Hong Kong, children with dyslexia performed significantly less well in English word reading than those without dyslexia. In Hong Kong and Taipei, children with dyslexia also had difficulties in mathematics performance. Findings highlight the fundamental importance of some cognitive-linguistic skills for explaining Chinese dyslexia across cultures, the utility of recognizing the individual Chinese character as a foundational unit of analysis in Chinese across cultures, and the generalizability of the comorbidity of both English as a second language (L2) and mathematics with dyslexia in Chinese children in both Beijing and Hong Kong.
AB - This study examined the cognitive-linguistic and literacy-related correlates of dyslexia in three Chinese cities and the English word reading and mathematics performances of Chinese children with dyslexia. Chinese children with/without dyslexia were measured with an equivalent test battery of literacy and mathematics in Beijing, Hong Kong, and Taipei. Univariate analysis results suggested that phonological sensitivity distinguished those with and without dyslexia across all three cities in group comparisons. In Taipei and Hong Kong, morphological awareness, delayed copying, and spelling also distinguished the groups. Logistic regression analyses demonstrated that Chinese character reading, as directly compared to Chinese word reading, also distinguished the groups particularly well. In addition, in Beijing and Hong Kong, children with dyslexia performed significantly less well in English word reading than those without dyslexia. In Hong Kong and Taipei, children with dyslexia also had difficulties in mathematics performance. Findings highlight the fundamental importance of some cognitive-linguistic skills for explaining Chinese dyslexia across cultures, the utility of recognizing the individual Chinese character as a foundational unit of analysis in Chinese across cultures, and the generalizability of the comorbidity of both English as a second language (L2) and mathematics with dyslexia in Chinese children in both Beijing and Hong Kong.
KW - Academic performance
KW - Chinese children
KW - Cognitive-linguistic skills
KW - Cultural differences
KW - Dyslexia
UR - http://www.scopus.com/inward/record.url?scp=85184177569&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85184177569&partnerID=8YFLogxK
U2 - 10.1007/s11881-024-00301-2
DO - 10.1007/s11881-024-00301-2
M3 - Article
C2 - 38319481
AN - SCOPUS:85184177569
SN - 0736-9387
VL - 74
SP - 222
EP - 242
JO - Annals of Dyslexia
JF - Annals of Dyslexia
IS - 2
ER -