Early predictors of dyslexia in Chinese children: familial history of dyslexia, language delay, and cognitive profiles

Abstract

Both early language delay and familial risk strongly overlap with subsequent dyslexia in Chinese children. Overall, rapid automatized naming and morphological awareness are relatively strong correlates of developmental dyslexia in Chinese; visual skill and phonological awareness may also be uniquely associated with subsequent literacy development in at-risk and typically developing children, respectively.

Writing quality predicts Chinese learning

“…This interconnected growth may reflect a unified process of visual memory that is reflected both in recognition memory and in detailed form recall (copying from memory). Studies of native Chinese speakers have previously indicated such a link between handwriting skill and reading acquisition McBride-Chang et al, 2011). For example, McBride-Chang et al (2011) found that skill in handwriting across orthographies is associated with the development of Chinese literacy.…”

“…Studies of native Chinese speakers have previously indicated such a link between handwriting skill and reading acquisition McBride-Chang et al, 2011). For example, McBride-Chang et al (2011) found that skill in handwriting across orthographies is associated with the development of Chinese literacy. Specifically, they found that skill in writing Hebrew, Korean, and Vietnamese graphs from memory explained 6 % of variance in word reading for children learning to read Chinese.…”

“…Nevertheless, the research on reading and writing association in Chinese is not as systematic and extensive as that in English. Some researchers studied reading-to-writing relationship (Leong, Loh, Ki, & Tse, 2011;Lin et al, 2010;Qu, Damian, Zhang, & Zhu, 2011), whereas others studied writing-to-reading relationship (Chan, Ho, Tsang, Lee, & Chung, 2006;Guan et al, 2011, Guan, Ye, Wagner, & Meng, 2012, Guan, Ye, Meng, & Leong, 2013, Guan, Ye, Wagner, Leong, & Meng, 2014McBride-Chang et al, 2011Tan, Spinks, Eden, Perfetti, & Siok, 2005).…”

Current Perspectives on Prevention of Reading and Writing Learning Disabilities

“…Consensus is also lacking as to what measure of reading is influenced by rapid naming, at what age, and with what type of language. Some studies find that rapid naming influences only measures of speed, at early ages, and more strongly in nontransparent languages, while others also find a relationship with reading accuracy, at a later age and in transparent languages [23,25,26,40,46,[48][49][50][51].…”

“…Children with dyslexia have been found to be slower in naming high-frequency visual stimuli than children without dyslexia [45][46][47]. In Ref.…”