2000
DOI: 10.1023/a:1008040922662
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Cited by 94 publications
(13 citation statements)
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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%
“…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%
“…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%
“…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%