Training in phonological strategies improves Chinese dyslexic children’s character reading skills

Ho, Connie Suk‐Han; Nga-Lun, Rachel

doi:10.1111/1467-9817.00078

Cited by 27 publications

(12 citation statements)

References 25 publications

(34 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Training in orthographic skills generally shows its effectiveness in promoting children's reading performance in Chinese. Studies found that explicit instructions that reminded learners of the radical structures enhanced the memorization of Chinese characters (e.g., Ho, Wong, & Chan, 1999;Taft & Chung, 1999;Wang, Liu, & Perfetti, 2004); learning the functions and regularity of phonological radicals of Chinese characters helped word reading (Ho & Ma, 1999); and explicit teaching of the functions of semantic radicals of Chinese characters also helped learners to extract semantic information from the semantic radical of the given characters (Wang, Liu, & Perfetti, 2004).…”

Section: Training Of Metalinguistic Skills In Chinesementioning

confidence: 99%

The core components of reading instruction in Chinese

Wong

Yeung

et al. 2011

Read Writ

View full text Add to dashboard Cite

The present study aimed at identifying core components of reading instruction in Chinese within the framework of the tiered intervention model. A curriculum with four teaching components of cognitive-linguistic skills was implemented in a Program school for three years since Grade 1. The findings showed that the Tier 1 intervention was effective in enhancing the literacy and cognitive-linguistic skills of children in the Program school. The positive effects were maintained at the end of Grade 2. Progress in both word-level and text-level cognitive-linguistic skills predicted significantly progress in reading comprehension. Based on the present findings, the four core reading components in Chinese were proposedoral language, morphological awareness, orthographic skills, and syntactic skills. Comparing the Big Five in English and the four core components in Chinese reflects different cognitive demands for reading diverse orthographies.

show abstract

Section: Training Of Metalinguistic Skills In Chinesementioning

confidence: 99%

The core components of reading instruction in Chinese

Wong

Yeung

et al. 2011

Read Writ

View full text Add to dashboard Cite

show abstract

“…In cases when phonetic components provide only partially reliable phonological information, Chinese children typically are able to use subcharacter information to read unfamiliar words (He, Wang & Anderson, 2005 ;Ho & Ma, 1999). However, dyslexic children with poor phonological awareness would face greater challenges, when asked to read low-frequency or irregular words, than average readers at the same reading level (Ho, Chan, Tsang, Lee & Chung, 2006).…”

Section: Phonological Deficit In Developmental Dyslexiamentioning

confidence: 99%

Lexical tone awareness among Chinese children with developmental dyslexia*

2010

J. Child Lang.

View full text Add to dashboard Cite

This study examined the extent and nature of lexical tone deficit in Chinese developmental dyslexia. Twenty Cantonese-speaking Chinese dyslexic children (mean age 8;11) were compared to twenty average readers of the same age (CA control group, mean age 8;11), and another twenty younger average readers of the same word reading level (RL control group, mean age 7;4) on different measures of lexical tone awareness, rhyme awareness and visual-verbal paired-associate learning. Results showed that the Chinese dyslexic children performed significantly worse than the CA but not the RL control groups in nearly all the lexical tone and rhyme awareness measures. Analyses of individual performance demonstrated that over one-third of the dyslexic children showed a deficit in some aspects of tone awareness. Tone discrimination and tone production were found to correlate significantly with Chinese word reading. These findings confirm that Chinese dyslexic children show weaknesses in tone awareness.

show abstract

“…Dyslexic Chinese children have been shown to have deficits in processing phonological information just like their counterparts who learn to read in alphabetic languages (Ho, Law, & Ng, 1998;So & Siegel, 1997). Interestingly, in a recent st udy Ho and Ma (1999) demonstrated that training in phonological strategies is effective in improving dyslexic Chinese children s reading performance, as well.…”

Section: L1-based Cross-linguistic and Cross-orthography Research In mentioning

confidence: 99%

The development of basic reading skills in children: a cross-language perspective

Geva

Wang

2001

Ann Rev Appl Linguist

137

View full text Add to dashboard Cite

This chapter re views recent em pirical evidence for universal and ortho graph y-or lang uage -spe cific pr oces ses in the develo pme nt of ba sic reading skills in school age children, su ggesting that universal and ortho graph y-or lang uage -spe cific pr oces ses sho uld b e cons idere d in tandem. T he review focu ses on three d ifferent aspects o f reading, pho nol ogi ca l pr oc ess ing, rap id n am ing, and mo rp hos ynta cti c co mp lex ity, targeted in recent research on development of word recognition skills. Studies on L1 school children and studies of children who learn to read concurrently in their L1 and/or in a second language (L2) are examined within the context of variations in orthographic transparency. When children learn to read, characteristics of the spoken language interact with characteristics of the orthography. The chapter concludes that (a) ind ivid ua l dif fer enc es i n ph ono log ica l pr oc ess ing s kills , ve rb al m em or y, and rapid naming predict the development of reading in L1 and L2 children in various alphabetic and nonalphabetic languages; and (b) individual differe nces o n such p rere quisite skills can ind icate s moo th or p roble matic acquisition of L2 r eading skills in children, regardless o f oral language prof iciency. Ho wever , task d eman ds ass ociate d with le arning to read in different orthogr aphies vary and yield steepe r or mor e mode rate learning slopes. Regardless of the language and orthography combinations under study, children can develop reading strategies that help them read.

show abstract

Training in phonological strategies improves Chinese dyslexic children’s character reading skills

Cited by 27 publications

References 25 publications

The core components of reading instruction in Chinese

The core components of reading instruction in Chinese

Lexical tone awareness among Chinese children with developmental dyslexia*

The development of basic reading skills in children: a cross-language perspective

Contact Info

Product

Resources

About