Chapter 7. Morphological Deficit and Dyslexia Subtypes in Chinese

Dyslexia - A Comprehensive and International Approach

“…Ho, et al (2002) reported that 20% of the dyslexic children have only one deficit and about 50% of dyslexic children possess more than two deficits. In Wu, et al (2009) study, the results further confirmed that 24% of the dyslexic children were found to have only one deficit and about 80% of dyslexic children possessed more than one deficit.…”

“…Path analysis revealed that phonological awareness, morphological awareness and rapid naming were all uniquely associated with the three literacy tasks: character recognition, reading comprehension and dictation. Based on the same data, Wu (2004) further found that, compared with phonological (53%) and speed (45%) problems, the largest proportion (96%) of dyslexic children had morphological problems. Figure 3 shows all the children with dyslexia grouped by their deviant performance on the different tasks.…”

“…Classification of dyslexic outliers by morphology, phonology, vocabulary and rapid naming. (from Wu, 2004).…”

“…It makes morphological awareness potentially important in Chinese reading. Morphological awareness in Chinese is suggested to consist of three types of knowledge related to reading (Wu, Packard, & Shu, 2009). First, the fact that there are about 7,000 morphemes but only 1,200 syllables in Mandarin Chinese suggesting that more than five morphemes or characters share one syllable.…”

“…Chen, X., Hao, M., Geva, E., Zhu, J. & Shu, H. (2009) , 38, 543-553. Ho, C. S.-H., & Lai, D. N.-C. (1999).…”