- PsycARTICLES:
- Citation and Abstract
Understanding chinese developmental dyslexia: Morphological awareness as a core cognitive construct.
Shu, Hua; McBride-Chang, Catherine; Wu, Sina; Liu, Hongyun
Journal of Educational Psychology. Vol 98(1), Feb 2006, 122-133.
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. (PsycINFO Database Record (c) 2008 APA, all rights reserved)
- Digital Object Identifier:
- 10.1037/0022-0663.98.1.122
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