Behavioral characteristics of Chinese adolescents with dyslexia: The use of teachers’ behavior checklist in Hong Kong

Ching, Boby Ho-Hong; Ho, Connie Suk‐Han; Chan, David W.; Chung, Kevin Kien Hoa; Lo, L. Y.

doi:10.1017/s0142716413000179

Cited by 4 publications

(2 citation statements)

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“…The phonological awareness measure used in the study consisted of two tasks: onset awareness and tone awareness. These tasks were adapted from previous research (Ching et al, 2014;Ching & Nunes, 2015). For the onset awareness task, children were orally presented with three monosyllabic words accompanied by pictures.…”

Section: Phonological Awarenessmentioning

confidence: 99%

Cross‐notation knowledge of rational numbers predicts fraction arithmetic

Ching,

Li,

Chen

2024

Brit J of Edu Psychol

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BackgroundRecent research showed that cross‐notation magnitude knowledge of fractions and decimals was related to better performance in fraction arithmetic, but it remains unclear whether it made an independent contribution to fraction arithmetic longitudinally when other cognitive variables are considered.AimsTo examine the extent to which children's earlier knowledge of cross‐notation magnitude predicted subsequent performance in fraction addition and subtraction as well as fraction multiplication and division longitudinally.SampleThree hundred and fifty‐four Chinese children (Mage = 112.1 months).MethodsDuring the first wave of assessment, a range of cognitive abilities of children were measured, including within‐notation fraction and decimal magnitude comparisons, whole‐number arithmetic fluency, non‐verbal intelligence, attentive behaviours, counting recall, word‐level reading, and phonological awareness. Twelve months later, the same children were assessed again with two tasks of fraction arithmetic: fraction addition and subtraction as well as fraction multiplication and division.Results and ConclusionsMultiple linear regressions showed that within‐notation fraction and decimal magnitude knowledge predicted fraction addition and subtraction longitudinally, after the effects of working memory, nonverbal intelligence, language skills, attentive behaviour, and whole‐number arithmetic were controlled. Cross‐notation magnitude knowledge made independent contributions to fraction addition and subtraction longitudinally beyond the influence of within‐notation fraction and decimal magnitude knowledge and other covariates. However, within‐notation fraction and decimal magnitude knowledge were not associated with fraction multiplication and division, whereas cross‐notation magnitude knowledge remained a unique predictor. These findings suggest that it may be useful to incorporate cross‐notation knowledge in the assessments of children's mathematics abilities and teaching.

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Section: Phonological Awarenessmentioning

confidence: 99%

Cross‐notation knowledge of rational numbers predicts fraction arithmetic

Ching,

Li,

Chen

2024

Brit J of Edu Psychol

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“…Each teacher scored all the participants in the class, which usually consisted of, in the special education schools, 10-20, and, in the regular schools, around 50. Dependent on the education level, the short form of the Dyslexia Checklist for Chinese Children [DCCC (Wu et al, 2006)] was used for the children in the Grades 1-6; and the short form of the Hong Kong Specific Learning Difficulties Behavior Checklist for Junior Secondary School Students [BCL-JS (Ho et al, 2014)] was used for the adolescents in the Grades 7-9.…”

Section: Covariate: Comprehension Difficultiesmentioning

confidence: 99%

Emotion Understanding Correlates With Parental Emotional Expressivity in Chinese Youths With Hearing Loss and Typical Hearing

Dong

Guan

et al. 2021

Front. Psychol.

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This study aimed at examining the differences between Chinese youths with hearing loss (HL) and with typical hearing (TH) in emotion understanding (EU), parental emotional expressivity, and the associations between EU and parental emotional expressivity. The participants were 282 youths with HL (14.58 ± 3.42 years old) and 350 youths with TH (11.69 ± 2.49 years old). EU was measured by four visual-mode tasks, of which two involve language comprehension while the others do not. Parents reported positive and negative emotional expressivity on the Self-Expressiveness in the Family Questionnaire. Covariates were controlled for including socioeconomic status, parent gender, youth gender, age, intelligence, and teacher-reported comprehension difficulties. Results showed that the four EU tasks were more challenging for the youths with HL than for the youths with TH. The interaction effect of the two groups × 4 tasks was not significant, suggesting that the differences between the two groups of youths in EU were generally similar across the four tasks. The parents of the youths with HL did not differ from the parents of the youths with TH in how often they displayed positive and negative emotional expressivity. Multigroup regression analyses revealed that negative emotional expressivity was negatively related to EU in the youths with HL but not in the youths with TH. However, these two regression coefficients were not significantly different. Positive emotional expressivity was not related to EU in either group. In conclusion, this study extends the knowledge about the EU of Chinese youths with HL and emotion-related socialization of the parents of these youths.

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