56
1 II World Dyslexia Forum 17-20th August 2014 Belo Horizonte Brazil The Follow-up to the I WDF Psycholinguistic Research in Chinese Developmental Dyslexia Dr. Alice Cheng-Lai Manulife Centre for Children with Specific Learning Disabilities The Hong Kong Polytechnic University 19 th Aug, 2014

The Follow-up to the I WDF Psycholinguistic Research in ...€¦ · Chinese developmental Dyslexic Children in Beijing (Zhang, Zhang, et. al., 2011) Subjects: • 967 fifth-grade

  • Upload
    others

  • View
    1

  • Download
    0

Embed Size (px)

Citation preview

Page 1: The Follow-up to the I WDF Psycholinguistic Research in ...€¦ · Chinese developmental Dyslexic Children in Beijing (Zhang, Zhang, et. al., 2011) Subjects: • 967 fifth-grade

1

II World Dyslexia Forum 17-20th August 2014 – Belo Horizonte – Brazil

The Follow-up to the I WDF

Psycholinguistic Research in Chinese Developmental Dyslexia

Dr. Alice Cheng-Lai

Manulife Centre for Children with Specific Learning Disabilities

The Hong Kong Polytechnic University 19th Aug, 2014

Page 2: The Follow-up to the I WDF Psycholinguistic Research in ...€¦ · Chinese developmental Dyslexic Children in Beijing (Zhang, Zhang, et. al., 2011) Subjects: • 967 fifth-grade

Abstract

As followed-up from the I WDF, we have proposed morphological difficulties as the core deficit in Chinese developmental dyslexia.

Page 3: The Follow-up to the I WDF Psycholinguistic Research in ...€¦ · Chinese developmental Dyslexic Children in Beijing (Zhang, Zhang, et. al., 2011) Subjects: • 967 fifth-grade

Research Questions In the II WDF

1. If there is developmental dyslexia in Chinese, what is the

proportion in mainland China and Hong Kong?

2. Do they share common characteristics of Chinese dyslexia between different dialects i.e. Cantonese in Hong Kong or Putonghua in Beijing? How Multiple-deficit hypothesis of Chinese dyslexia exists within dialects?

3. What are the main causes for Chinese developmental dyslexia? Linguistic level factors: such as lexical representation,

phonology, morphology, semantics? Non-linguistic level factors: such as visual, auditory perception,

processing speed? 4. What are the core components of reading instructions for

Chinese children with dyslexia?

Page 4: The Follow-up to the I WDF Psycholinguistic Research in ...€¦ · Chinese developmental Dyslexic Children in Beijing (Zhang, Zhang, et. al., 2011) Subjects: • 967 fifth-grade

4

Reading and Writing Difficulties of Poor Readers: Rated by Parents and Teachers

(Shu & Meng, 2011)

1. He often forgets how to write a learnt character.

2. He usually reads character by character during reading.

3. He is often confused by the meaning of a homophone.

4. He often mistakenly writes a character visual similar with the target.

5. It is difficult for him to write characters based on Pinyin.

6. He often can not pronounce a character he had learned.

7. His performance in dictation task is poor.

8. He is often confused by the meaning of a visual similar character.

9. It is hard for him to understand the meaning of a character in a word.

10. It is hard for him to understand the meaning of a word in a sentence.

----------------------------------------------------------------------------------------------------

The main difficulties for poor readers are in character and word level.

Page 5: The Follow-up to the I WDF Psycholinguistic Research in ...€¦ · Chinese developmental Dyslexic Children in Beijing (Zhang, Zhang, et. al., 2011) Subjects: • 967 fifth-grade

5

Chinese developmental Dyslexic Children in Beijing (Zhang, Zhang, et. al., 2011)

Subjects:

• 967 fifth-grade students

Tests:

• Raven Standard Progressive Matrices

• Reading achievement test (including vocabulary and comprehension)

Results:

• There are about 4.55% – 7.96% of Chinese dyslexic children

• They have difficulties in both vocabulary and comprehension

Page 6: The Follow-up to the I WDF Psycholinguistic Research in ...€¦ · Chinese developmental Dyslexic Children in Beijing (Zhang, Zhang, et. al., 2011) Subjects: • 967 fifth-grade

6

Chinese developmental dyslexic children in Hong Kong (Chan, Ho, Tsang, Lee & Chung, 2007)

Subjects:

690 children (P1 to P5 students)

Tests:

12 sub-tests of HKT-SpLD (4 Domains: Literacy, Naming speed, Phonological skills and Orthographic knowledge)

4 visual tests from Gardner’s (1996) TVPSNM

Results:

99 children were identified as children with dyslexia out of the normative sample of 690 children. About 14.3%, boy and girl gender ratio of 1.6 to 1

Page 7: The Follow-up to the I WDF Psycholinguistic Research in ...€¦ · Chinese developmental Dyslexic Children in Beijing (Zhang, Zhang, et. al., 2011) Subjects: • 967 fifth-grade

Table3. Differences in scores on reading-related behavioural characteristics for children with and without dyslexia (n=250)

Scales of reading-related

behavioural characteristics Dyslexia

Noncase (n=102) Case (n=148)

M SD M SD F(1,242) η2

General performance 2.56 0.98 3.18 1.06 9.60* 0.04

Reading 2.67 1.02 3.97 0.79 59.42* 0.2

Dictation 2.57 1.16 3.95 0.85 60.20* 0.2

Writing 2.92 1.03 4.29 0.81 55.45* 0.19

Mathematics 1.82 0.99 3.1 1.08 44.03* 0.15

Language 2.54 1.06 3.39 0.99 30.13* 0.11

Memory 2.42 1.03 3.16 0.91 24.49* 0.09

Concentration 3.04 1.16 4.08 0.87 38.42* 0.14

Sequential ability 2.11 0.88 2.94 1.03 23.71* 0.09

Motor co-ordination 2.16 0.87 2.61 0.95 7.16 0.03

Spatial orientation 1.68 0.98 2.22 1.26 11.11* 0.04

Social/emotional adjustment 2.29 1.08 2.93 1 7.82 0.03

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_________________________

__________ __________

Note. Case-noncase classification is based on the criteria using scores of the Hong Kong Test of Specific Learning

Difficulties in Readingand Writing (Ho et al., 2000b). F-test are follow-up analyses of variance tests after the overall test in

multivariate analysis of variance, and are evaluated at .05/12 or .004 level of significance.

*p < .001.

Page 8: The Follow-up to the I WDF Psycholinguistic Research in ...€¦ · Chinese developmental Dyslexic Children in Beijing (Zhang, Zhang, et. al., 2011) Subjects: • 967 fifth-grade

Hong Kong & Beijing

Page 9: The Follow-up to the I WDF Psycholinguistic Research in ...€¦ · Chinese developmental Dyslexic Children in Beijing (Zhang, Zhang, et. al., 2011) Subjects: • 967 fifth-grade

Characteristics of Chinese Speaking Children

in Hong Kong and Beijing

Cantonese speaking (Hong Kong) Putonghua speaking (Beijing)

Lexical tone Phonological processing skills

9 Tones Phonetic system – Canton pinyin

(Neglected)

4 Tones Phonetic system - Pinyin

Different oral form & written form

Similar/Same oral form & written form

Page 10: The Follow-up to the I WDF Psycholinguistic Research in ...€¦ · Chinese developmental Dyslexic Children in Beijing (Zhang, Zhang, et. al., 2011) Subjects: • 967 fifth-grade

Multiple Cognitive Deficits ?

Page 11: The Follow-up to the I WDF Psycholinguistic Research in ...€¦ · Chinese developmental Dyslexic Children in Beijing (Zhang, Zhang, et. al., 2011) Subjects: • 967 fifth-grade

Cognitive Profile of Dyslexic Children in Beijing

Page 12: The Follow-up to the I WDF Psycholinguistic Research in ...€¦ · Chinese developmental Dyslexic Children in Beijing (Zhang, Zhang, et. al., 2011) Subjects: • 967 fifth-grade

(Shu et al.,2006)

Page 13: The Follow-up to the I WDF Psycholinguistic Research in ...€¦ · Chinese developmental Dyslexic Children in Beijing (Zhang, Zhang, et. al., 2011) Subjects: • 967 fifth-grade

Based on HKT-SpLD and TVPS-R

(Ho et al., 2004)

• Both Mainland and Hong Kong Chinese children with dyslexia tend to possess multiple cognitive deficits (Ho et al., 2002, 2004 ; Shu et al., 2006).

Cognitive Deficits

Rapid naming (57.1%)

Orthographic (42.0%)

Phonological (29.3%)

Visual (27.1%)

Cognitive Profile of Dyslexic Children in Hong Kong

Page 14: The Follow-up to the I WDF Psycholinguistic Research in ...€¦ · Chinese developmental Dyslexic Children in Beijing (Zhang, Zhang, et. al., 2011) Subjects: • 967 fifth-grade

Multiple-deficits in Chinese Dyslexia

• Hong Kong Cantonese speaking dyslexic children have major deficits in

rapid naming, orthographic awareness followed by phonological

awareness and visual ability (Ho et al., 2002, 2004).

• Beijing Putonghua speaking dyslexic children have difficulties in

morphological awareness, phonological awareness and rapid naming.

Their vocabularies score are low as well. (Shu et al, 2006).

Phonological awareness and rapid naming are shared deficits in both

group of children with two different dialects.

However, the Cantonese speaking group was not tested on their

morphological ability.

Page 15: The Follow-up to the I WDF Psycholinguistic Research in ...€¦ · Chinese developmental Dyslexic Children in Beijing (Zhang, Zhang, et. al., 2011) Subjects: • 967 fifth-grade

Causes - Linguistic level

Page 16: The Follow-up to the I WDF Psycholinguistic Research in ...€¦ · Chinese developmental Dyslexic Children in Beijing (Zhang, Zhang, et. al., 2011) Subjects: • 967 fifth-grade

Orthographic Awareness

Orthographic awareness is another core element in Chinese Word Reading

The orthographic awareness test of HKT-P(II), developed by Ho et al. (2007) was used to assess children’s overall orthographic awareness.

The tests contains three subtests:

Left/Right Reversal, Lexical Decision and Radical Position.

Page 17: The Follow-up to the I WDF Psycholinguistic Research in ...€¦ · Chinese developmental Dyslexic Children in Beijing (Zhang, Zhang, et. al., 2011) Subjects: • 967 fifth-grade

Orthographic Awareness

Left-Right Reversal

Page 18: The Follow-up to the I WDF Psycholinguistic Research in ...€¦ · Chinese developmental Dyslexic Children in Beijing (Zhang, Zhang, et. al., 2011) Subjects: • 967 fifth-grade

Orthographic Awareness

Lexical Decision

Page 19: The Follow-up to the I WDF Psycholinguistic Research in ...€¦ · Chinese developmental Dyslexic Children in Beijing (Zhang, Zhang, et. al., 2011) Subjects: • 967 fifth-grade

Orthographic Awareness

Radical Position

Page 20: The Follow-up to the I WDF Psycholinguistic Research in ...€¦ · Chinese developmental Dyslexic Children in Beijing (Zhang, Zhang, et. al., 2011) Subjects: • 967 fifth-grade

Orthographic Awareness

Well-formed structure:

Phonetic and semantic radicals are real, and are in the correct position

Ill-formed components:

Phonetic and semantic radicals are in the common position, but the phonetic is not a real component

Ill-formed structure:

Phonetic and semantic radicals are real, but semantic radicals are in the impossible position

Page 21: The Follow-up to the I WDF Psycholinguistic Research in ...€¦ · Chinese developmental Dyslexic Children in Beijing (Zhang, Zhang, et. al., 2011) Subjects: • 967 fifth-grade

21

Orthographic Awareness

Correct identification on Pseudo-characters

Grade One Two Four Six

-----------------------------------------------------------------------------

Well-formed structure .47 .50 .48 .46

ill-formed component .48 .52 .76 .84

Ill-formed structure .90 .96 .98 .99

-----------------------------------------------------------------------------

About similar ability in identifying well-formed structure pseudo-characters

Equally well in identifying ill-formed structured pseudo-characters

Grade 1 perform much worse than grade 6 in identifying ill-formed components psedudo-characters

(Shu & Anderson, 1999)

Page 22: The Follow-up to the I WDF Psycholinguistic Research in ...€¦ · Chinese developmental Dyslexic Children in Beijing (Zhang, Zhang, et. al., 2011) Subjects: • 967 fifth-grade

22

Orthographic knowledge in writing

Writing errors of poor readers : ------------------------------------------------------------------------ N % ------------------------------------------------------------------------ The number of errors: 315 Component errors 211 67 Stroke related errors: 47 15 Character level errors: 25 8 -------------------------------------------------------------------------

Page 23: The Follow-up to the I WDF Psycholinguistic Research in ...€¦ · Chinese developmental Dyslexic Children in Beijing (Zhang, Zhang, et. al., 2011) Subjects: • 967 fifth-grade

Chinese Characters

Semantic radical Meaning Phonetic radical

Page 24: The Follow-up to the I WDF Psycholinguistic Research in ...€¦ · Chinese developmental Dyslexic Children in Beijing (Zhang, Zhang, et. al., 2011) Subjects: • 967 fifth-grade

Chinese Characters

• Radicals are subcomponents of characters. They follow positional constraints and they have meaning-cueing and pronunciation-cueing functions.

• Radical awareness, the knowledge about the positional and functional regularities of radicals, has been found closely related to Chinese word reading and writing.

Page 25: The Follow-up to the I WDF Psycholinguistic Research in ...€¦ · Chinese developmental Dyslexic Children in Beijing (Zhang, Zhang, et. al., 2011) Subjects: • 967 fifth-grade

Chinese Characters

• Recent studies have indicated that Chinese readers decompose phonetic-semantic compound characters into radicals and retrieve information about pronunciation and meaning of that character.

• To accurately retrieve the pronunciation of a character, readers need to identify the semantic and phonetic radicals from the Chinese characters.

Page 26: The Follow-up to the I WDF Psycholinguistic Research in ...€¦ · Chinese developmental Dyslexic Children in Beijing (Zhang, Zhang, et. al., 2011) Subjects: • 967 fifth-grade

26

Semantic radical awareness

(Shu & Anderson, 1997) High Average Low

------------------------------------------------------------------------------

Semantic transparent &

radical familiar .62 .52 .40

Semantic transparent &

radical unfamiliar .40 .34 .32

Semantic opaque .31 .30 .34

------------------------------------------------------------------------------

Example of first category: tiao( ) 望 (look into the distance from a high place)

Character: 跳 (jump) 眺(look) 挑(pick) 佻

Meaning of Semantic radical: foot eye hand person

Page 27: The Follow-up to the I WDF Psycholinguistic Research in ...€¦ · Chinese developmental Dyslexic Children in Beijing (Zhang, Zhang, et. al., 2011) Subjects: • 967 fifth-grade

Chinese Characters

• Regular compounded characters have pronunciation the same as their phonetic radicals.

• Irregular compounded characters have different pronunciation as phonetic radicals.

Page 28: The Follow-up to the I WDF Psycholinguistic Research in ...€¦ · Chinese developmental Dyslexic Children in Beijing (Zhang, Zhang, et. al., 2011) Subjects: • 967 fifth-grade

28

Phonetic awareness (Shu & Wu, 2013)

• Regular: 清/qing/ - 青/qing/ Others: 技/ji/ - 支/zhi/, 沈/shen/

Page 29: The Follow-up to the I WDF Psycholinguistic Research in ...€¦ · Chinese developmental Dyslexic Children in Beijing (Zhang, Zhang, et. al., 2011) Subjects: • 967 fifth-grade

Implications

• Confirming the universal aspects of reading acquisition in alphabetic languages and in Chinese.

• The specific aspects of reading acquisition in Chinese are related with the characteristics of Chinese language and orthography. Orthographic and morphological awareness are important in understanding Chinese reading development and dyslexia.

• Chinese children with dyslexia are slow and inaccurate in recognizing Chinese characters/words

Page 30: The Follow-up to the I WDF Psycholinguistic Research in ...€¦ · Chinese developmental Dyslexic Children in Beijing (Zhang, Zhang, et. al., 2011) Subjects: • 967 fifth-grade

• Adequate phonological and orthographical knowledge, especially in early age, is necessary to have good reading and writing performance in Chinese language.

• Most Chinese children with dyslexia have multiple cognitive deficits.

• The effective predictors of dyslexia in Chinese include 1. phonological 2. orthographic & 3. morphological awareness.

Implications

Page 31: The Follow-up to the I WDF Psycholinguistic Research in ...€¦ · Chinese developmental Dyslexic Children in Beijing (Zhang, Zhang, et. al., 2011) Subjects: • 967 fifth-grade

Causes – Non-linguistic level

Page 32: The Follow-up to the I WDF Psycholinguistic Research in ...€¦ · Chinese developmental Dyslexic Children in Beijing (Zhang, Zhang, et. al., 2011) Subjects: • 967 fifth-grade

32

Visual and Auditory

Recent years, as increasing cognitive neuroscience research was reported, a new point of view which proposed dyslexia may be highly related with human basic perception processing attracts more research attention.

It is believed that hearing and visual deficits may be the primary causes of dyslexia. That is, dyslexia may be explained better by the damage or deficits at more basic cognitive processing levels than the deficit at a linguistic level.

Page 33: The Follow-up to the I WDF Psycholinguistic Research in ...€¦ · Chinese developmental Dyslexic Children in Beijing (Zhang, Zhang, et. al., 2011) Subjects: • 967 fifth-grade

33

Visual Perceptual Skills and Reading Abilities (Meng, A Cheng-Lai ; Zhou, et.al., 2011)

Subjects:

Fifth-grade students

Tests:

Coherent motion detection threshold:

Dynamic motion detection threshold

Static motion detection threshold

Orthographic similarity judgment

Phonological awareness

Vocabulary (character)

Reading fluency

Page 34: The Follow-up to the I WDF Psycholinguistic Research in ...€¦ · Chinese developmental Dyslexic Children in Beijing (Zhang, Zhang, et. al., 2011) Subjects: • 967 fifth-grade

34

Pass analysis

Page 35: The Follow-up to the I WDF Psycholinguistic Research in ...€¦ · Chinese developmental Dyslexic Children in Beijing (Zhang, Zhang, et. al., 2011) Subjects: • 967 fifth-grade

35

The distribution of poor readers’ performance in dynamic motion detection and phonological awareness tasks

-------------------------------------------------------------------------------- Dynamic motion detection Phonological awareness N Percentage

--------------------------------------------------------------------------------

- - 6 40%

+ - 5 33%

- + 2 13%

+ + 2 13%

---------------------------------------------------------------------------------

Total: 15

Page 36: The Follow-up to the I WDF Psycholinguistic Research in ...€¦ · Chinese developmental Dyslexic Children in Beijing (Zhang, Zhang, et. al., 2011) Subjects: • 967 fifth-grade

Visual Perceptual Learning Deficit in Chinese Dyslexia (Wang et al., 2014)

Subjects:

• Fourth-grade students ( N =38 )

• 19 with dyslexia and 19 typical readers

Pre-tests:

• The Standardized Chinese Character Recognition Test

• The Reading Fluency Test

• Raven’s Standard Progressive Matrices

Task:

Discriminating between different written forms (T or L) and the orientation of target texture (“/ “ or “ \”) and establishing connections with phonology and semantics.

Page 37: The Follow-up to the I WDF Psycholinguistic Research in ...€¦ · Chinese developmental Dyslexic Children in Beijing (Zhang, Zhang, et. al., 2011) Subjects: • 967 fifth-grade

Experimental Stimuli

Page 38: The Follow-up to the I WDF Psycholinguistic Research in ...€¦ · Chinese developmental Dyslexic Children in Beijing (Zhang, Zhang, et. al., 2011) Subjects: • 967 fifth-grade

The Visual Perceptual Learning Curves for Dyslexics and Controls

Page 39: The Follow-up to the I WDF Psycholinguistic Research in ...€¦ · Chinese developmental Dyslexic Children in Beijing (Zhang, Zhang, et. al., 2011) Subjects: • 967 fifth-grade

The Visual Perceptual Learning Curves for Dyslexics and Controls with Adaptive Initial

SOAs SOAs: (Stimulus-to-mask Onset Asynchrony)

Page 40: The Follow-up to the I WDF Psycholinguistic Research in ...€¦ · Chinese developmental Dyslexic Children in Beijing (Zhang, Zhang, et. al., 2011) Subjects: • 967 fifth-grade

40

Auditory Perceptual Skills and Reading Abilities (Sai & Zhou, 2001)

Subjects:

• Fifth-grade students

Tests:

• Auditory perception: – tone temporal order judgment

– tone frequency discrimination

– tone interval discrimination

– oddball judgment

• Phonological awareness

• Vocabulary (character)

• Reading fluency

• Word naming

Page 41: The Follow-up to the I WDF Psycholinguistic Research in ...€¦ · Chinese developmental Dyslexic Children in Beijing (Zhang, Zhang, et. al., 2011) Subjects: • 967 fifth-grade

41

Multiple Regression

Dependent variable Predictor R2 R2 change

----------------------------------------------------------------------------------------------

Reading fluency Phonological awareness 0.073 0.073**

Tone temporal order judgment 0.132 0.059*

Tone frequency discrimination 0.137 0.005

Tone interval discrimination 0.155 0.018

Oddball judgment 0.158 0.003

-----------------------------------------------------------------------------------------------

Page 42: The Follow-up to the I WDF Psycholinguistic Research in ...€¦ · Chinese developmental Dyslexic Children in Beijing (Zhang, Zhang, et. al., 2011) Subjects: • 967 fifth-grade

Reading Instructions

Page 43: The Follow-up to the I WDF Psycholinguistic Research in ...€¦ · Chinese developmental Dyslexic Children in Beijing (Zhang, Zhang, et. al., 2011) Subjects: • 967 fifth-grade

Teaching Chinese Orthographic Knowledge

Morphological constituents (分:divide)

貧 poor (貝:money) “Meaning dividing the money, one has less of it and is that much poorer ”

Morphological constituents

貪 (今:love of)

greedy (貝:money) “Meaning: love money ,greedy”

Page 44: The Follow-up to the I WDF Psycholinguistic Research in ...€¦ · Chinese developmental Dyslexic Children in Beijing (Zhang, Zhang, et. al., 2011) Subjects: • 967 fifth-grade

1. Morpheme Completion Construct

Writing bujian(component) : The children were shown a picture on paper and a two-character word with missing component in one of the constituent characters.

eg:

Writing dictated words: Listened to the teacher dictating six two-character words

and were asked to write down accurately and rapidly the total of 12 characters in the six items.

eg:

Page 45: The Follow-up to the I WDF Psycholinguistic Research in ...€¦ · Chinese developmental Dyslexic Children in Beijing (Zhang, Zhang, et. al., 2011) Subjects: • 967 fifth-grade

Writing dictated sentences: The teacher dictated each sentence including the articulation of punctuation marks, and the children wrote each sentence after listening to the dictated sentence.

eg:

Bujian(Component) production: On a sheet with a 3 × 3 matrix, the

children were shown three very frequently used components and were asked to write in each of the nine slots a character embedding the stimulus components.

eg:

1. Morpheme Completion Construct

Page 46: The Follow-up to the I WDF Psycholinguistic Research in ...€¦ · Chinese developmental Dyslexic Children in Beijing (Zhang, Zhang, et. al., 2011) Subjects: • 967 fifth-grade

• Bujian (Component) completion: The children were shown cards with five character components. They were asked to use the newly acquired knowledge to write freely single characters from five components based on the same logic for either left/right or top/bottom combinations of components.

eg:

2. Bujian (Component) Analysis and Synthesis Construct

Page 47: The Follow-up to the I WDF Psycholinguistic Research in ...€¦ · Chinese developmental Dyslexic Children in Beijing (Zhang, Zhang, et. al., 2011) Subjects: • 967 fifth-grade

Bujian (Component) search: the children were asked to search the four characters in each item to locate the common or invariant component, either left/right or top/bottom, and to write down the correct answer.

eg:

2. Bujian (Component) Analysis and Synthesis Construct

Page 48: The Follow-up to the I WDF Psycholinguistic Research in ...€¦ · Chinese developmental Dyslexic Children in Beijing (Zhang, Zhang, et. al., 2011) Subjects: • 967 fifth-grade

3. Bujian(Component) Compounding Construct

Bujian (Component) segmentation: The children were asked to either add the missing component to the missing part of a character or to subtract the component from the whole character to form the target partial component.

eg:

Page 49: The Follow-up to the I WDF Psycholinguistic Research in ...€¦ · Chinese developmental Dyslexic Children in Beijing (Zhang, Zhang, et. al., 2011) Subjects: • 967 fifth-grade

Bujian (Component) integration: Similar to component composing but using a free composing format, the children were shown on a Performa a 5 × 4 matrix with 20 high-frequency components which were also morphemes (except for two items). In 10 min, they were asked to write down freely as many characters as they could using any of the given components supplied in the matrix.

eg:

3. Bujian(Component) Compounding Construct

Page 50: The Follow-up to the I WDF Psycholinguistic Research in ...€¦ · Chinese developmental Dyslexic Children in Beijing (Zhang, Zhang, et. al., 2011) Subjects: • 967 fifth-grade

• Results: Chinese character components sensitivity hypothesis help Chinese children at risk for spelling disorders.

Table1 Means and standard deviation of eight indicator tasks for 37 controls and 61INA experimental

groups of grade2 Chinese students.

Control traditional approach(TRA), INA integrated analytic and synthetic approach.

Page 51: The Follow-up to the I WDF Psycholinguistic Research in ...€¦ · Chinese developmental Dyslexic Children in Beijing (Zhang, Zhang, et. al., 2011) Subjects: • 967 fifth-grade

Factor Loading: Morpheme Completion , Bujian Analysis & Synthesis, and Bujian Compounding

Page 52: The Follow-up to the I WDF Psycholinguistic Research in ...€¦ · Chinese developmental Dyslexic Children in Beijing (Zhang, Zhang, et. al., 2011) Subjects: • 967 fifth-grade

(Ho, Wong, Yeung, Chan, Chung, Lo, and Luan, 2011)

Core Components for Reading Instruction in Chinese

Oral Language Skill Syntactic Skills

Universal fundamental for any language

• Coorelates with text-level processing in Chinese • Large discrepancy in vocabulary use and word order between spoken and written Chinese

Eg. Oral vocabulary Eg. Sensitivity to word order; Connective usage Simple word classes(N, V, and Adj) Phrases(adj+ n, and adj+ v) Simple sentence structure ( S-V-O) Use of common connectives (Because, but, therefore, although).

Page 53: The Follow-up to the I WDF Psycholinguistic Research in ...€¦ · Chinese developmental Dyslexic Children in Beijing (Zhang, Zhang, et. al., 2011) Subjects: • 967 fifth-grade

Morphological Awareness Orthographic Skills

Especially important for Chinese Especially important for Chinese

Eg. Word compounding Morpheme Homophones Homographs

Eg. Complicated orthographic rules Structure Functions Positions Regular semantic & phonetic radicals

Core Components for Reading Instruction in Chinese

(Ho et al., 2011)

Page 54: The Follow-up to the I WDF Psycholinguistic Research in ...€¦ · Chinese developmental Dyslexic Children in Beijing (Zhang, Zhang, et. al., 2011) Subjects: • 967 fifth-grade

Summary

1. Brief Prevalence

4.55% – 7.96% in Beijing

14.3% in Hong Kong (B 1.6 : 1 G)

2. Cognitive deficits of Chinese dyslexia of different dialects

Cantonese speaking

rapid naming, orthographic awareness followed by phonological awareness and visual ability

Putonghua speaking

morphological awareness, phonological awareness and rapid naming. Their vocabularies score are low as well.

Page 55: The Follow-up to the I WDF Psycholinguistic Research in ...€¦ · Chinese developmental Dyslexic Children in Beijing (Zhang, Zhang, et. al., 2011) Subjects: • 967 fifth-grade

3. Causes

Linguistic level

Orthographic and morphological awareness

Non-linguistic level

Visual/auditory perceptual ability

4. Intervention/ teaching instruction in Reading Chinese

Oral language

Syntactic skills

Orthographic skills

Morphological awareness

Summary

Page 56: The Follow-up to the I WDF Psycholinguistic Research in ...€¦ · Chinese developmental Dyslexic Children in Beijing (Zhang, Zhang, et. al., 2011) Subjects: • 967 fifth-grade

56

Thank You!

Dr. Alice Cheng Lai

[email protected]

Manulife Centre for Children with Specific Learning Disabilities The PolyU-Peking University Joint Center for Child Development and learning

www.mccsld.org

The Hong Kong Polytechnic University