ERIC Number: EJ1057503
Record Type: Journal
Publication Date: 2015-May
Abstractor: As Provided
Reference Count: 59
(Dis)connections between Specific Language Impairment and Dyslexia in Chinese
Wong, Anita M.-Y.; Ho, Connie S.-H.; Au, Terry K.-F.; Kidd, Joanna C.; Ng, Ashley K.-H.; Yip, Lesley P.-W.; Lam, Catherine C.-C.
Reading and Writing: An Interdisciplinary Journal, v28 n5 p699-719 May 2015
Specific language impairment (SLI) and dyslexia are found to co-occur in school-aged children learning Chinese, a non-alphabetic language (Wong, Kidd, Ho, & Au in "Sci Stud Read" 14:30--57, 2010). This paper examined the "Distinct" hypothesis--that SLI and dyslexia have different cognitive deficits and behavioural manifestations (e.g., Catts, Adolf, Hogan, & Weismer in "J Speech Lang Hear Res" 48:1378-1396, 2005) in Chinese children in Primary 1. Ninety-four six- to seven-year-old Chinese children completed a norm-referenced test for oral language and for literacy, as well as cognitive tasks related to reading development. Based on results from the norm-referenced tests, 40 children fell in the typically-developing Control group, 10 children in the dyslexia-only (D) group, 19 in the SLI-only group and 25 children in the SLI-D group. Orthographic skills and lexical access and retrieval skills were found to be associated with dyslexia. Phonological memory and morphological awareness were associated with SLI. Phonological awareness was associated with both SLI and dyslexia. SLI and dyslexia in Chinese did not seem to be distinct disorders as they were both characterized by a deficit in phonological awareness. Implications for clinical practice were discussed.
Descriptors: Language Impairments, Dyslexia, Chinese, Children, Foreign Countries, Oral Language, Literacy, Norm Referenced Tests, Reading, Language Skills, Memory, Phonological Awareness, Morphology (Languages)
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: China