Effects of Phonological Training on the Reading and Reading-Related Abilities of Hong Kong Children with Dyslexia

Abstract

This study aimed to investigate phonological awareness training by examining outcomes among Chinese children who learn Chinese without phonetic system training. Fifty-six Hong Kong children from the 3rd to 6th grades were recruited. Two-thirds of the children had been officially identified as dyslexic by the local government, and the remainder were considered high risk for dyslexia. The children were divided equally into a control group and an experimental group, with the groups matched as closely as possible by age and gender. Children in the experimental group were trained by onset-rime-level phonological training. The training lasted ~3 weeks, with 15 daily sessions lasting ~20 min each. Our results indicated that children in the experimental group made significant improvements in Chinese character reading, onset awareness, rime awareness, and rapid naming after training. The association between phonological awareness and Chinese character reading, especially the association between rime awareness and Chinese character reading, also changed after training. The benefits of phonological awareness training were more obvious for children younger than 10 years old. The results of the present study can be extended to provide another approach to Chinese learning for children suffering from reading difficulties who are not responding to the usual approach in their region.

Dyslexia treatment studies: A systematic review and suggestions on testing treatment efficacy with small effects and small samples

“…In this subgroup, the test-retest correlation drops to r = .77. Unsurprisingly, two recent randomized controlled trials, reviewed in Study 1, reported the test-retest correlation (Wang, 2017;Wang, Liu, & Xu, 2019), and specified that this measure was .94 according to the test battery, but only .81 and .78, respectively, when calculated in their own samples of children with dyslexia. In addition, Cirino et al (2002) reported that the test-retest correlation among standard scores from major reading batteries ranged between .46 and .92, with a median of about .70, in a sample of 78 children with reading disability.…”

Development Of An Algorithm For Phonological Diagnosis Of Preschool Children’s Speech

“…phonemic processes as phonemic perception, phonemic analysis and phonemic synthesis, without which it is impossible to acquire the syllabic structure of a word and literacy. (Wang & Li-Chih, 2017). All this indicates that the level of the articulation and phonological aspect of speech has a direct impact on a child's performance in primary school in Russian and reading classes, as well as in other subjects, since welldeveloped articulation and phonological aspect of speech is the first step on the way to becoming literate, acting as a scaffold for the whole process of learning to read and write.…”

The Effect of Phonological Instruction for Struggling Readers in Elementary

“…Phonological awareness has been shown to be the basis of success in reading, by increasing phonological awareness will improve reading skills. (Dai et al, 2016;Layes et al, 2020;Mather & Wendling, 2012;Peters et al, 2019;Pfost et al, 2019;Snellings et al, 2009;Wang, 2017). Therefore, it is very important for dyslexic students to get special instruction in phonological awareness because this teaching has an impact on reading ability (Berninger & Wolf, 2009).…”