Prevalence, gender ratio and gender differences in reading‐related cognitive abilities among Chinese children with dyslexia in Hong Kong

Chan, David; Ho, Connie Suk‐Han; Tsang, Suk‐Man; Lee, Suk‐Han; Chung, Kevin Kien Hoa

doi:10.1080/03055690601068535

Cited by 98 publications

(67 citation statements)

References 18 publications

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“…The sample identified with dyslexia was 163 males and 111 females (ratio: 1.4:1). This finding is very similar to results in research-defined samples, because the ratio of boys to girls is slightly above a one-to-one ration (Chan et al, 2007;Shaywitz et al, 1990;Wadsworth et al, 1992). Other population based studies have consistently reported that reading disabilities were more prevalent in boys than girls, even when race, attention, and activity levels were controlled (Flannery et al, 2000).…”

Section: Discussionsupporting

confidence: 88%

Gender ratio and cognitive profiles in dyslexia: a cross-national study

et al. 2009

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The purpose of this study was to analyze possible gender-related differences in the prevalence of dyslexia. A cross-national comparison of Spain and Guatemala was conducted. Both countries speak the same language but have a different standard of living and educational level. A second purpose of this study was to analyze the cognitive profile of Guatemalan and Spanish males and females children with dyslexia. The log-linear analysis indicated that the number of dyslexics detected was different across the countries but there were no differences as a function of

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Section: Discussionsupporting

confidence: 88%

Gender ratio and cognitive profiles in dyslexia: a cross-national study

et al. 2009

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“…Particularly for speech and language impairments, the prevalence rate in Hong Kong is less than one tenth of that in the US. Independent academic research conducted in Hong Kong has indicated prevalence rates ranging from 3.35 to 4% for language impairments [3] and from 9.7 to 12.6% for dyslexia (a key diagnostic criterion for specific learning disability) [4]. The magnitude of these prevalence rates was similar to that found in the US governmental statistics.…”

Section: The Development Of Inclusive Educational Services In Hong Kongsupporting

confidence: 62%

Training a New Generation of Speech-Language Pathologists with Competences in the Management of Literacy Disorders and Learning Disabilities in Hong Kong

Yuen

2014

Folia Phoniatr Logop

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One of the recent developments in the education of speech-language pathology is to include literacy disorders and learning disabilities as key training components in the training curriculum. Disorders in reading and writing are interwoven with disorders in speaking and listening, which should be managed holistically, particularly in children and adolescents. With extensive training in clinical linguistics, language disorders, and other theoretical knowledge and clinical skills, speech-language pathologists (SLPs) are the best equipped and most competent professionals to screen, identify, diagnose, and manage individuals with literacy disorders. To tackle the challenges of and the huge demand for services in literacy as well as language and learning disorders, the Hong Kong Institute of Education has recently developed the Master of Science Programme in Educational Speech-Language Pathology and Learning Disabilities, which is one of the very first speech-language pathology training programmes in Asia to blend training components of learning disabilities, literacy disorders, and social-emotional-behavioural-developmental disabilities into a developmentally and medically oriented speech-language pathology training programme. This new training programme aims to prepare a new generation of SLPs to be able to offer comprehensive support to individuals with speech, language, literacy, learning, communication, and swallowing disorders of different developmental or neurogenic origins, particularly to infants and adolescents as well as to their family and educational team.

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“…An epidemiological study found that about 9.8 to 12.6% of Chinese school children were affected by developmental dyslexia in primary school years (Chan, Ho, Tsang, Lee, & Chung, 2007). Among these children, a preliminary study by Ho and colleagues (Ho, Chan, Leung, Lee, & Tsang, 2005) showed that about 26% of them presented with co-morbid symptoms of attention deficits and hyperactive disorders (ADHD), while 10% of them had developmental coordination disorders (DCD).…”

Section: Prevalence Of Dyslexia Among the Chinese Populationmentioning

confidence: 99%

Writing to dictation and handwriting performance among Chinese children with dyslexia: Relationships with orthographic knowledge and perceptual-motor skills

Cheng-Lai

Li‐Tsang

Chan

et al. 2013

Research in Developmental Disabilities

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The purpose of this study was to investigate the relationships between writing to dictation, handwriting, orthographic, and perceptual-motor skills among Chinese children with dyslexia.A cross-sectional design was used. A total of 45 third graders with dyslexia were assessed.Results of stepwise multiple regression models showed that Chinese character naming was the only predictor associated with word dictation (β = .32); handwriting speed was related to deficits in rapid automatic naming (β = -.36) and saccadic efficiency (β = -.29), and visual-motor integration predicted both of the number of characters exceeded grid (β = -.41) and variability of character size (β = -.38). The findings provided support to a multi-stage working memory model of writing for explaining the possible underlying mechanism of writing to dictation and handwriting difficulties.

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Prevalence, gender ratio and gender differences in reading‐related cognitive abilities among Chinese children with dyslexia in Hong Kong

Cited by 98 publications

References 18 publications

Gender ratio and cognitive profiles in dyslexia: a cross-national study

Gender ratio and cognitive profiles in dyslexia: a cross-national study

Training a New Generation of Speech-Language Pathologists with Competences in the Management of Literacy Disorders and Learning Disabilities in Hong Kong

Writing to dictation and handwriting performance among Chinese children with dyslexia: Relationships with orthographic knowledge and perceptual-motor skills

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