School of Humanities and Social Science, The Chinese University of Hong Kong (Shenzhen), Shenzhen, China.
School of Psychological and Cognitive Sciences, Beijing Key Laboratory of Behavior and Mental Health, Peking University, Beijing, China.
Ann Dyslexia. 2024 Jul;74(2):222-242. doi: 10.1007/s11881-024-00301-2. Epub 2024 Feb 6.
This study examined the cognitive-linguistic and literacy-related correlates of dyslexia in three Chinese cities and the English word reading and mathematics performances of Chinese children with dyslexia. Chinese children with/without dyslexia were measured with an equivalent test battery of literacy and mathematics in Beijing, Hong Kong, and Taipei. Univariate analysis results suggested that phonological sensitivity distinguished those with and without dyslexia across all three cities in group comparisons. In Taipei and Hong Kong, morphological awareness, delayed copying, and spelling also distinguished the groups. Logistic regression analyses demonstrated that Chinese character reading, as directly compared to Chinese word reading, also distinguished the groups particularly well. In addition, in Beijing and Hong Kong, children with dyslexia performed significantly less well in English word reading than those without dyslexia. In Hong Kong and Taipei, children with dyslexia also had difficulties in mathematics performance. Findings highlight the fundamental importance of some cognitive-linguistic skills for explaining Chinese dyslexia across cultures, the utility of recognizing the individual Chinese character as a foundational unit of analysis in Chinese across cultures, and the generalizability of the comorbidity of both English as a second language (L2) and mathematics with dyslexia in Chinese children in both Beijing and Hong Kong.
本研究考察了三个中国城市的阅读障碍的认知语言学和读写相关的相关性，以及中国阅读障碍儿童的英语单词阅读和数学表现。北京、香港和台北的阅读障碍儿童和非阅读障碍儿童都接受了同等的读写和数学测试。单变量分析结果表明，在所有三个城市的组间比较中，语音敏感性能够区分阅读障碍儿童和非阅读障碍儿童。在台北和香港，形态意识、延迟复制和拼写也能区分两组。逻辑回归分析表明，与汉字阅读相比，中文单词阅读也能很好地区分两组。此外，在北京和香港，阅读障碍儿童的英语单词阅读成绩明显低于非阅读障碍儿童。在香港和台北，阅读障碍儿童在数学表现上也有困难。研究结果强调了一些认知语言学技能对于解释跨文化的中文阅读障碍的重要性，认识到汉字作为分析中文的基本单位在跨文化中的重要性，以及在京港两地的中国儿童中，英语作为第二语言（L2）和数学与阅读障碍共病的普遍性。
