Developmental trajectories of reading development and impairment from ages 3 to 8 years in Chinese children

Abstract

Findings suggest that the combination of phonological awareness, rapid naming and morphological awareness are essential in the early prediction of later reading difficulties in Chinese children.

How are Reading Disabilities Operationalized in Spain? A Study of Practicing School Psychologists

“…Specifically, the Spanish respondents agree more with the first criterion than do their U.S. counterparts, and they are less in agreement with the second criterion than are the Americans. This may be a reflection in practice of what research results have shown, that the value of oral language and of phonological processing is different in more consistent languages, such as Spanish, from their value in less consistent languages such as English [37][38][39][40][41][42]. In more consistent languages, phonological processing is more important than orthographic processing, while in less consistent languages, orthographic processing is more important [38].…”

“…It should also be noted that these results must be interpreted with caution, given that the survey does not consider or specify the importance of language characteristics in explaining RD, as is established in some studies. Namely, the predictive value of phonological processing has been shown to differ according to the consistency of the language in question, being greater in more consistent languages than in less consistent ones [37][38][39][40][41][42].…”

Current Perspectives on Prevention of Reading and Writing Learning Disabilities

“…By contrast, there is no consensus on the influence of nonalphanumeric naming: some studies find no relationship to reading measures, while others do [21,24,25,40,41,44,48,49]. Consensus is also lacking as to what measure of reading is influenced by rapid naming, at what age, and with what type of language.…”

Typical and Dyslexic Development in Learning to Read Chinese

“…The deficits which best distinguish dyslexic from nondyslexic children at age 7 were morphological awareness, rapid automatized naming, and word reading at age 5, suggesting that rapid automatized naming and morphological awareness are relatively strong correlates of developmental dyslexia in Chinese. Lei et al (2011) reported a 10-year longitudinal study in Beijing which revealed the dynamic change of reading disabled children and their heterogeneous characteristics in development. 261 children were followed from 3 to 8 years old.…”

“…However, recent studies have suggested RAN to be a consistent predictor of Chinese reading development, in which linking printed information with a given phonological representation arbitrarily is important. It predicts reading fluency and accuracy in both typically developing children and dyslexics (Ho & Lai, 1999;Ho et al, 2000;Shu, McBride-Chang, Wu, & Liu, 2006;Lei, Pan, Liu, McBride-Chang, Li, Zhang, Chen, Tardif, Liang, Zhang, & Shu, 2011; in press).…”