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Ho, Connie Suk‐Han; Law, Teresa Pui-Sze; Ng, Penny Man

doi:10.1023/a:1008040922662

Cited by 94 publications

(13 citation statements)

References 62 publications

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“…These cognitive skills are all important reading-related skills in readers of the Chinese language and rapid naming and orthographic deficits were characterized as the main cognitive problems in Chinese dyslexic children [30,43,44]. To the best of our knowledge, this is the first genetic study showing that DYX1C1 is also a candidate dyslexia susceptibility gene for Hong Kong Chinese children.…”

Section: Discussionmentioning

confidence: 99%

Association of the rs3743205 variant of DYX1C1 with dyslexia in Chinese children

Lim

Chou

et al. 2011

Behav Brain Funct

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BackgroundDyslexia is a learning disability that is characterized by difficulties in the acquisition of reading and spelling skills independent of intelligence, motivation or schooling. Studies of western populations have suggested that DYX1C1 is a candidate gene for dyslexia. In view of the different languages used in Caucasian and Chinese populations, it is therefore worthwhile to investigate whether there is an association of DYX1C1 in Chinese children with dyslexia.Method and ResultsEight single nucleotide polymorphisms (SNPs) were genotyped from three hundred and ninety three individuals from 131 Chinese families with two which have been reported in the literature and six tag SNPs at DYX1C1. Analysis for allelic and haplotypic associations was performed with the UNPHASED program and multiple testing was corrected using false discovery rates. We replicated the previously reported association of rs3743205 in Chinese children with dyslexia (pcorrected = 0.0072). This SNP was also associated with rapid naming, phonological memory and orthographic skills in quantitative trait analysis.ConclusionOur findings suggest that DYX1C1 is associated with dyslexia in people of Chinese ethnicity in Hong Kong.

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Section: Discussionmentioning

confidence: 99%

Association of the rs3743205 variant of DYX1C1 with dyslexia in Chinese children

Lim

Chou

et al. 2011

Behav Brain Funct

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“…From the findings, Chinese dyslexic children appear to have relative weakness in keeping sounds and verbal information in their short-term memory, adversely affecting their development of stable graphic-sound associations and their acquisition of visual-orthographic knowledge and these problems in turn impair typical reading development. Ho and colleagues suggested that verbal memory deficits appear to be one of the prominent problems faced by Chinese children with dyslexia (Ho, Law, & Ng, 2000; Ho & Lai, 1999). Although developmental consequences of impairments of verbal working memory contribute to reading difficulties during early childhood years, the mechanisms underlying the link between the two domains are not as yet fully understood in Chinese adolescent readers with developmental dyslexia.…”

Section: Introductionmentioning

confidence: 99%

Cognitive skills and literacy performance of Chinese adolescents with and without dyslexia

Chung

Chan

et al. 2010

Read Writ

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The present study sought to identify cognitive abilities that might distinguish Hong Kong Chinese adolescents with dyslexia and to assess how these abilities were associated with Chinese word reading, word dictation, and reading comprehension. The cognitive skills of interest were morphological awareness, visual-orthographic knowledge, rapid naming, and verbal working memory. A total of 90 junior secondary school students, 30 dyslexic, 30 chronological age controls, and 30 reading level controls was tested on a range of cognitive and literacy tasks. Dyslexic students were less competent than the control students in all cognitive and literacy measures. The regression analyses also showed that verbal working memory, rapid naming, morphological awareness, and visual-orthographic knowledge were significantly associated with literacy performance. Findings underscore the importance of these cognitive skills for Chinese literacy acquisition. Overall, this study highlights the persistent difficulties of Chinese dyslexic adolescents who seem to have multiple causes for reading and spelling difficulties.

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“…Research revealed that Hong Kong Chinese children had deficits in processing phonological information similar to western languages (Ho et al, 2000). The situation was further complicated as the students speak in Cantonese, but read and write in both Chinese (Mandarin) whereas English is a second language which had limited daily application in Hong Kong context.…”

Section: Intervention Programme For Dyslexic Students In Hong Kongmentioning

confidence: 99%

“…A study by Chan, Ho, Tsang, Lee, and Chung (2007) reported that the prevalence rate of dyslexia in Hong Kong to be 9.7% to 12.6% with 6.2% to 8.7% being mild cases, 2.2% to 2.3% being moderate cases, and 1.3% to 1.6% being severe cases with the male to female ratio being around 1.6:1 (Ho, Law, & Ng, 2000). Meanwhile, students with dyslexia encountered a lot of problems including frequent conflict with their parents on dealing with school demands and failure in examination, lack of motivation in classroom learning, low academic results leading to low self-esteem and low confidence, lack of peer group acceptance, school discipline problems, and school dropout (Alexander-Passe, 2006;Humphrey, 2003).…”

Section: Introductionmentioning

confidence: 99%

Evaluation of the effectiveness of a literacy intervention programme on enhancing learning outcomes for secondary students with dyslexia in Hong Kong

Tam

Leung

2019

Dyslexia

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Objective This quasi‐experimental study reported the results of a structured literacy intervention programme designed for secondary school students of Year 7 to Year 9 with dyslexia. Students of the intervention group (n = 116) participated in 40‐week sessions of small‐size, classroom‐based, and split‐group intervention setting with 45‐min daily lesson on both Chinese and English language compared with students in the control group who received normal classroom instructions (n = 98). Results Students in the intervention group outperformed the control groups in self‐regulated learning scales, which indicated that there was positive change in students' behavioural and cognitive outcomes in learning. Although students demonstrated gains in phonetic skills, posttest results in academic achievement did not exhibit significant improvement when compared with their control group peers. Conclusion The findings provided some encouraging evidence of the effectiveness of intervention programme. Students that demonstrated gains in phonetic skills and improvement in behavioural and cognitive aspects required continuous intervention lessons to become a self‐regulated learner, who would be self‐motivated to improve methods of learning and adopt strategies for attaining academic goals. The study contributed to the literature by presenting one of the very first school‐based, small‐size, classroom‐based, and split‐group intervention programme for secondary school dyslexic students, which included teachers and students training on English and Chinese intervention content (phonological and literacy content), teaching curriculum integrated with school curriculum, and coteaching with school teachers in the mainstream classrooms, whereas most of the existing intervention programmes used pull‐out approach involving the first language only.

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Cited by 94 publications

References 62 publications

Association of the rs3743205 variant of DYX1C1 with dyslexia in Chinese children

Association of the rs3743205 variant of DYX1C1 with dyslexia in Chinese children

Cognitive skills and literacy performance of Chinese adolescents with and without dyslexia

Evaluation of the effectiveness of a literacy intervention programme on enhancing learning outcomes for secondary students with dyslexia in Hong Kong

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