Cognitive profiling and preliminary subtyping in Chinese developmental dyslexia

Ho, Connie Suk‐Han; Chan, David W.; Lee, Suk‐Han; Tsang, Suk‐Man; Luan, Vivian Hui

doi:10.1016/s0010-0277(03)00163-x

Cited by 299 publications

(369 citation statements)

References 48 publications

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“…Moreover, Mandarin Chinese has a large number of homophonic morphemes and homophonic characters. Therefore it is often stated that the use of phonological information may not be as critical in reading Chinese as it is in reading alphabetic languages (Ho, Chan, Lee, Tsang, & Luan, 2004;Ho, Chan, Tsang, & Lee, 2002;Shu, McBride-Chang,Wu, & Liu, 2006). If this were the case, then a high incidence of phonological dyslexia in Chinese should not be seen (cf the Hypothesis of Granularity and Transparency (Wydell & Butterworth, 1999)).…”

Section: Dyslexia and Cross-cultural And Cross-linguistic Differencesmentioning

confidence: 99%

Cross-Cultural/Linguistic Differences in the Prevalence of Developmental Dyslexia and the Hypothesis of Granularity and Transparency

Wydell¹

2012

Dyslexia - A Comprehensive and International Approach

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Section: Dyslexia and Cross-cultural And Cross-linguistic Differencesmentioning

confidence: 99%

Cross-Cultural/Linguistic Differences in the Prevalence of Developmental Dyslexia and the Hypothesis of Granularity and Transparency

Wydell¹

2012

Dyslexia - A Comprehensive and International Approach

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“…Previous studies have demonstrated that visual skill and orthographic awareness (e.g. Huang & Hanley, 1995;Ho & Bryant, 1997;Ho, Chan, Lee, Tsang, & Luan, 2004;Li, Peng, & Shu, 2006;Li, Shu, McBride-Chang, Liu, & Peng, in press) play significant roles in Chinese reading development. The brain mechanism of orthographic processing in Chinese reading were also reported in the fMRI studies (Liu, Zhang, Tang, Mai, Chen, Tardif & Luo, 2008;Tan, Liu, Perfetti, Spinks, Fox, & Gao, 2001;Wang, Yang, Shu & Zevin, 2011) The unit of interface between the written word and spoken language in Chinese is morpheme.…”

Section: Properties Of the Chinese Language And The Cognitive Correlamentioning

confidence: 99%

“…The role of morphological awareness, visual-orthographic skills, and rapid automatized naming in reading acquisition and impairment has also been demonstrated (e.g., Ho et al, 2004;Shu et al, 2006). What assessments can best examine those cognitive skills and are most sensitive to differences in reading ability at different stages of development?…”

Section: Properties Of the Chinese Language And The Cognitive Correlamentioning

confidence: 99%

“…Research has revealed that, just like in alphabetic languages, dyslexic children in Chinese mainly suffered from the accuracy and speed of word reading and spelling, so that reading measures widely used in distinguishing dyslexic from normal children are single character or word recognition measures ( (Ho, et. al, 2002(Ho, et. al, , 2004Meng, Shu & Zhou, 1999;Shu, Wu, McBride-Chang, 2006).…”

Section: The Characteristics and Core Deficits Of Chinese Children Wimentioning

confidence: 99%

“…Testing 147 Hong Kong children with dyslexia on a number of literacy and cognitive tasks, Ho, et al (2004) found that rapid naming deficit (57%) and orthographic deficit (42%) were the most dominant types of cognitive deficits in Chinese developmental dyslexia, while the relatively small proportion of dyslexic children has phonological deficits (29%) and visual deficits (27%). Shu, et al (2006) specifically examined the role of morphological skills in Chinese dyslexia besides other cognitive skills.…”

Section: The Characteristics and Core Deficits Of Chinese Children Wimentioning

confidence: 99%

See 2 more Smart Citations

Typical and Dyslexic Development in Learning to Read Chinese

Shu¹,

Hong²

2012

Dyslexia - A Comprehensive and International Approach

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Genetic variant inKIAA0319, but not inDYX1C1, is associated with risk of dyslexia: An integrated meta‐analysis

Zou

Chen

Shao

et al. 2012

American J of Med Genetics Pt B

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DYX1C1 and KIAA0319 have been two of the most extensively studied candidate genes for dyslexia given their important roles in the neuronal migration and neurite growth. The -3G > A in DYX1C1 and the 931C > T in KIAA0319 were of special interest for dyslexia but with inconsistent results. We performed a meta-analysis integrating case-control and transmission/disequilibrium test (TDT) studies to clearly discern the effect of these two variants in dyslexia. Data from case-control and TDT studies were analyzed in an allelic model using the Catmap software. In overall meta-analysis, the pooled OR for the -3A allele and the 931T allele was 0.68 (95% CI = 0.25-1.87, P(heterogeneity) = 0.000) and 0.87 (95% CI = 0.78-0.98, P(heterogeneity)= 0.125), respectively. The stratified analysis showed that the between-study heterogeneity regarding the -3G > A polymorphism might be accounted by the publication year. Additionally, the sensitivity analysis of -3G > A polymorphism indicated the stability of the result. In conclusion, our results suggested that the 931C > T variant in KIAA0319, but not the -3G > A in DYX1C1, was significantly associated with the risk of dyslexia.

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Cognitive profiling and preliminary subtyping in Chinese developmental dyslexia

Cited by 299 publications

References 48 publications

Cross-Cultural/Linguistic Differences in the Prevalence of Developmental Dyslexia and the Hypothesis of Granularity and Transparency

Cross-Cultural/Linguistic Differences in the Prevalence of Developmental Dyslexia and the Hypothesis of Granularity and Transparency

Typical and Dyslexic Development in Learning to Read Chinese

Genetic variant inKIAA0319, but not inDYX1C1, is associated with risk of dyslexia: An integrated meta‐analysis

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