Understanding Chinese Developmental Dyslexia Export

@article{citeulike:3398069, abstract = {Tasks representing 9 cognitive constructs of potential importance to understanding Chinese reading development and impairment were administered to 75 children with dyslexia and 77 age-matched children without reading difficulties in 5th and 6th grade. Logistic regression analyses revealed that dyslexic readers were best distinguished from age-matched controls with tasks of morphological awareness, speeded number naming, and vocabulary skill; performance on tasks of visual skills or phonological awareness failed to distinguish the groups. Path analyses further revealed that a construct of morphological awareness was the strongest consistent predictor of a variety of literacy-related skills across both groups. Findings suggest that morphological awareness may be a core theoretical construct necessary for explaining variability in reading Chinese.}, author = {Shu, Hua and Mcbride-Chang, Catherine and Wu, Sina and Liu, Hongyun}, citeulike-article-id = {3398069}, citeulike-linkout-0 = {http://dx.doi.org/10.1037/0022-0663.98.1.122}, citeulike-linkout-1 = {http://psycontent.metapress.com/content/8g10024827739868}, day = {1}, doi = {10.1037/0022-0663.98.1.122}, journal = {Journal of Educational Psychology}, keywords = {chinese, developmental-dyslexia, morphological-awareness}, month = {February}, number = {1}, pages = {122--133}, posted-at = {2008-10-12 13:44:36}, priority = {2}, title = {Understanding Chinese Developmental Dyslexia}, url = {http://dx.doi.org/10.1037/0022-0663.98.1.122}, volume = {98}, year = {2006} }

TY - JOUR ID - citeulike:3398069 L3 - citeulike-article-id:3398069 N2 - Tasks representing 9 cognitive constructs of potential importance to understanding Chinese reading development and impairment were administered to 75 children with dyslexia and 77 age-matched children without reading difficulties in 5th and 6th grade. Logistic regression analyses revealed that dyslexic readers were best distinguished from age-matched controls with tasks of morphological awareness, speeded number naming, and vocabulary skill; performance on tasks of visual skills or phonological awareness failed to distinguish the groups. Path analyses further revealed that a construct of morphological awareness was the strongest consistent predictor of a variety of literacy-related skills across both groups. Findings suggest that morphological awareness may be a core theoretical construct necessary for explaining variability in reading Chinese. IS - 1 JF - Journal of Educational Psychology EP - 133 TI - Understanding Chinese Developmental Dyslexia VL - 98 SP - 122 KW - chinese KW - developmental-dyslexia KW - morphological-awareness AU - Shu, Hua AU - Mcbride-Chang, Catherine AU - Wu, Sina AU - Liu, Hongyun PY - 2006/02/01/ UR - http://dx.doi.org/10.1037/0022-0663.98.1.122 ER -