Zhou Yanling, McBride-Chang Catherine, Law Ada Bui-Yan, Li Tong, Cheung Amelie Cho-Yi, Wong Anita M-Y, Shu Hua
Department of Early Childhood Education, Hong Kong Institute of Education, Tai Po, NT, Hong Kong Special Administrative Region.
Department of Psychology, The Chinese University of Hong Kong, Shatin, NT, Hong Kong Special Administrative Region.
J Exp Child Psychol. 2014 Jun;122:75-91. doi: 10.1016/j.jecp.2013.12.003. Epub 2014 Feb 13.
This 2-year longitudinal study sought to identify a developmental pattern of Chinese and English reading skills in children with and without dyslexia from 6 to 8years of age. Three groups of 15 children each-those with dyslexia, age-matched (AM) controls, and reading-matched (RM) controls-participated. Dyslexia was diagnosed at 8years of age. All children were tested on phonological awareness, rapid automatized naming (RAN), morphological awareness, word reading, and vocabulary knowledge in both Chinese and English and also speed of processing skill. AM controls outperformed the group with dyslexia on all measures except for phonological awareness, English word reading, and vocabulary. However, those with dyslexia and AM controls developed at a similar rate across all reading-related skills from 6 to 8years of age. Compared with the RM controls, the group with dyslexia scored higher in phonological awareness, morphological awareness, and vocabulary knowledge in both Chinese and English and also in English word reading but scored similarly in RAN. Children with dyslexia, thus, manifested clear difficulties in Chinese vocabulary knowledge, morphological awareness, and RAN as well as general speed of processing, representing a developmental lag in cognitive skills. Among these, RAN deficits are likely to be the most severe deficits in Chinese children with dyslexia.
这项为期两年的纵向研究旨在确定6至8岁有阅读障碍和无阅读障碍儿童的中英文阅读技能发展模式。研究共纳入三组儿童，每组15名，分别为阅读障碍儿童、年龄匹配（AM）对照组和阅读水平匹配（RM）对照组。阅读障碍在8岁时被诊断出来。所有儿童均接受了中英文语音意识、快速自动命名（RAN）、词法意识、单词阅读和词汇知识以及加工技能速度的测试。除了语音意识、英语单词阅读和词汇量外，AM对照组在所有测量指标上的表现均优于阅读障碍组。然而，阅读障碍儿童和AM对照组在6至8岁的所有阅读相关技能上的发展速度相似。与RM对照组相比，阅读障碍组在中英文语音意识、词法意识和词汇知识以及英语单词阅读方面得分更高，但在RAN方面得分相似。因此，阅读障碍儿童在中文词汇知识、词法意识、RAN以及一般加工速度方面存在明显困难，这表明其认知技能发展滞后。其中，RAN缺陷可能是中国阅读障碍儿童最严重的缺陷。
