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The present study was conducted to examine the cognitive profile and multiple-deficit hypothesis in Chinese developmental dyslexia. Thirty Chinese dyslexic children in Hong Kong were compared with 30 average readers of the same chronological age (CA controls) and 30 average readers of the same reading level (RL controls) in a number of rapid naming, visual, phonological, and orthographic tasks. Chinese dyslexic children performed significantly worse than the CA controls but similarly to the RL controls on most of the cognitive tasks. The rapid naming deficit was found to be the most dominant type of cognitive deficit in Chinese dyslexic children. Over half of the dyslexic children exhibited deficits in 3 or more cognitive areas, and there was a significant association between the number of cognitive deficits and the degree of reading and spelling impairment. The present findings support the multiple-deficit hypothesis in Chinese developmental dyslexia.

The contributions of six important reading-related skills (phonological awareness, rapid naming, orthographic skills, morphological awareness, listening comprehension, and syntactic skills) to Chinese word and text reading were examined among 290 Chinese first graders in Hong Kong. Rapid naming, but not phonological awareness, was a significant predictor of Chinese word reading and writing to dictation (i.e., spelling) in the context of orthographic skills and morphological awareness. Commonality analyses suggested that orthographic skills and morphological awareness each contributed significant amount of unique variance to Chinese word reading Correspondence should be sent to

Objective. To study the genetic association of interleukin-10 (IL-10) promoter polymorphisms in Southern Chinese patients with systemic lupus erythematosus (SLE), and to investigate possible associations with clinical manifestations of the disease.Methods. DNA was extracted from 88 Chinese patients with SLE and 83 ethnically matched controls. The IL-10 promoter region between positions -533 and -1120 was amplified by polymerase chain reaction, and polymorphisms were detected by restriction-enzyme cleavage.Results. No significant difference in the allele or haplotype frequencies between SLE patients and controls could be demonstrated. The *A and aC alleles at the -597 position were linked to the *T and *C alleles at the -824 position, respectively. However, when clinical features were examined, the *A allele at the -597 position and the *T allele at the -824 position were significantly associated with lupus nephritis, by chisquare analysis ( 2 ' < 0.001, odds ratio 4.19, 95% confidence interval 2.02-8.71). Similarly, the haplotype -1087*A/-824*T/-597*A was also associated with renal involvement (P < 0.001, odds ratio 3.62, 95%confidence interval 1.80-7.31).Conchsion. IL-10 promoter polymorphisms are not strong determinants of susceptibility to the development of SLE, per se, in Southern Chinese individuals. However, IL-10 genotypes are strongly associated with certain clinical manifestations of SLE and may have a role in predicting disease prognosis.

Eighty-three good readers and 76 poor readers were compared on their ability to use reading strategies in Chinese reading comprehension and on various reading motivation variables. Poor readers scored lower than good readers in using all reading strategies, and especially in using sophisticated cognitive and metacognitive strategies. Poor readers also had lower intrinsic motivation in reading than had good readers. While the ability to use reading strategies had the strongest relation with reading comprehension, intrinsic motivation and strategy attribution might facilitate reading development through their positive relations with strategy use. Implications of these findings for implementing effective reading instruction in Hong Kong Chinese language teaching are discussed.One important problem often experienced by students with learning difficulties is their reading difficulty (Mastropieri & Scruggs, 1997;Swanson, 1999). In the research literature on reading difficulty, cognitive theory has played a dominating role since the 1970s. Many studies have compared the reading process of good readers with poor readers from the information processing perspective. Poor readers are found to be deficient in multiple reading processes, including decoding (Foorman, 1997). The awareness and the use of cognitive and metacognitive strategies are also closely related to the efficiency of reading process. While skilled readers know how to use effective strategies to facilitate the functioning of various cognitive processes and construct meaningful understanding of the text, poor readers simply read the text word by word without using any strategies. Specifically, poor readers are found to have problems in using many strategies, such as identifying main ideas

The present study sought to identify cognitive abilities that might distinguish Hong Kong Chinese adolescents with and without dyslexia and examined the cognitive profile of dyslexic adolescents in order to better understand this important problem. The performance of 27 Chinese adolescents with childhood diagnoses of dyslexia was compared with 27 adolescents of the same chronological age (CA) and 27 of matched reading level (RL) on measures of literacy and cognitive abilities: Chinese word reading, one-minute reading, reading comprehension, dictation, verbal short-term memory, rapid naming, visual-orthographic knowledge, morphological and phonological awareness. The results indicated that the dyslexic group scored lower than the CA group, but similar to the RL group, especially in the areas of rapid naming, visual-orthographic knowledge and morphological awareness, with over half having multiple deficits exhibited 2 or more cognitive areas. Furthermore, the number of cognitive deficits was associated with the degree of reading and spelling impairment. These findings suggest that adolescents with childhood diagnoses of dyslexia have persistent literacy difficulties and seem to have multiple causes for reading difficulties in Chinese.

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