The positive results on the child primary outcome measures have provided initial evidence of the family-based mindfulness intervention as a treatment option to ADHD. The reduction of parental stress and increase in psychological well-being has demonstrated the value of mindfulness in enhancing parent's self-management.

This study examined temporal processing in relation to Chinese reading acquisition and impairment. The performances of 26 Chinese primary school children with developmental dyslexia on tasks of visual and auditory temporal order judgement, rapid naming, visual-orthographic knowledge, morphological, and phonological awareness were compared with those of 26 reading level ability controls (RL) and 26 chronological age controls (CA). Dyslexic children performed worse than the CA group but similar to the RL group on measures of accurate processing of auditory and visual-order stimuli, rapid naming, morphological awareness, and phonological awareness and a minority performed worse on the two temporal processing tasks. However, hierarchical regression analyses revealed that visual but not auditory temporal processing contributed unique variance to Chinese character recognition even with other cognitive measures controlled, suggesting it may be as important a correlate of reading ability in Chinese as in alphabetic scripts.

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Both early language delay and familial risk strongly overlap with subsequent dyslexia in Chinese children. Overall, rapid automatized naming and morphological awareness are relatively strong correlates of developmental dyslexia in Chinese; visual skill and phonological awareness may also be uniquely associated with subsequent literacy development in at-risk and typically developing children, respectively.

Background: This study sought to identify cognitive abilities that might distinguish Hong Kong Chinese kindergarten children at risk for dyslexia through either language delay or familial history of dyslexia from children who were not at risk and to examine how these abilities were associated with Chinese word recognition. The cognitive skills of interest were syllable awareness, tone detection, rapid automatised naming, visual skill, and morphological awareness. Method: We recruited 36 children whose sibling had been previously diagnosed with dyslexia (familial risk group) and 36 children who were initially reported to have difficulties in preschool literacy acquisition by either teachers or parents and subsequently found to demonstrate clinical at-risk factors in aspects of language by paediatricians (language delayed group); the mean age of these groups was approximately 61 months. Thirty-six children with no such risk factors were matched by age, IQ, and parents' education to the at-risk groups. All children were tested on cognitive skills and Chinese word recognition. Results: Compared to the controls, children in the language delayed group scored significantly lower on all measures, whereas children in the familial risk group performed significantly worse only on tone detection, morphological awareness, and Chinese word recognition. In regression analyses, word recognition was best explained by morphological awareness, tone detection and visual skill. Conclusions: Languagerelated measures are strongly associated with early reading development and impairment in Hong Kong Chinese children. Tests of tone detection and morphological awareness may be important clinical tools for diagnosing risk for reading problems in young Chinese children. In contrast, Chinese language delay may be associated with broader cognitive impairments as found previously in various Indo-European languages (e

Dyslexia in non-alphabetic Chinese correlates with the categorical organization and accuracy of Cantonese speech perception, along the tone and aspiration dimensions. This association with reading is mediated by its association with phonological awareness. Therefore, dyslexia is universally at least partly a function of basic speech and phonological processes independent of whether the speech dimensions in question are coded in writing.

This study examines the intercorrelations among speech perception, metalinguistic (i.e., phonological and morphological) awareness, word reading, and vocabulary in a first (L1) and a second language (L2). Results from three age groups of Chinese-English bilingual children showed that speech perception was more predictive of reading and vocabulary in the L1 than L2. While morphological awareness uniquely predicted reading and vocabulary in both languages, phonological awareness played such a role after controlling for morphological awareness only in the L2, which was alphabetic. L1 speech perception and metalinguistic awareness predicted L2 word reading but not vocabulary, after controlling for the corresponding L2 variables. Hence, there are both similarities and differences between the two languages in how the constructs are related. The differences are attributable to variations in language properties and learning contexts. Implications of the present results for an effective L2 learning program are discussed. C. S.-H. (2008). The role of visual and auditory temporal processing for Chinese children with developmental dyslexia. Annual of Dyslexia, 58, 15-35. Cunningham, A. E., & Stanovich, K. E. (1991). Tracking the unique effects of print exposure in children: Associations with vocabulary, general knowledge, and spelling.

This study tested relationships between foreign language (FL) reading and listening anxiety and learner variables in English as a foreign language (EFL). It tested links between foreign language anxiety (FLA) and its cognitive, affective and behavioral correlates in English (i.e. language learning strategies, learning motivation, and performance). Three-hundred-and-six Chinese undergraduates learning EFL were administered the measures via a questionnaire. Regression analyses indicated that EFL performance and EFL motivation were key factors that uniquely predicted EFL reading and listening anxiety. However, the role of EFL learning strategies was not significant after the effects of EFL performance and EFL motivation were controlled for. Despite this, mediation analyses revealed that EFL learning strategies had a significant indirect effect on EFL reading performance and listening anxiety levels with EFL learning motivation as a mediator. This suggests its secondary role in affecting FL anxieties. These findings provide important implications regarding assessment of students’ FL anxiety level as well as identification of and intervention for those with FL difficulties. These findings have extended past studies by highlighting the relative importance of these cognitive, affective and behavioral correlates on Chinese undergraduates’ EFL anxiety in specific domains.