What are the cognitive‐linguistic profiles and subtypes of Chinese adolescents with dyslexia?
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| Title: | What are the cognitive‐linguistic profiles and subtypes of Chinese adolescents with dyslexia? |
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| Authors: | Chan, Kevin, Chung, Kevin Kien Hoa, Lam, Chun Bun |
| Source: | Dyslexia (10769242). Nov2023, Vol. 29 Issue 4, p369-384. 16p. |
| Subjects: | Dyslexia, Teenagers, Chinese language, Cognition, Literacy, People with dyslexia, Short-term memory, Reading comprehension |
| Abstract: | While research has identified multiple deficits that may lead to dyslexia, the profiles of adolescents with dyslexia and dyslexia subtypes are yet fully understood. This study examined the profiles of Chinese adolescents with dyslexia and identified dyslexia subtypes. Adolescents from grades 7 to 9 (n = 184, 92 with dyslexia) were evaluated on morphological skills, visual‐orthographic knowledge, rapid naming, working memory, word reading, word spelling, reading fluency and reading comprehension. The results revealed that adolescents with dyslexia performed less well on the cognitive‐linguistic and literacy measures than typically developing adolescents. A logistic regression analysis also showed that morphological skills, visual‐orthographic knowledge and rapid naming were significantly predictive of dyslexia status. Using cluster analysis and guided by the multiple deficit hypothesis, this study identified four dyslexia subtypes: morphological deficit, visual‐orthographic knowledge deficit, rapid naming deficit and global deficit showing multiple cognitive‐linguistic and literacy problems. Understanding the profiles and subtypes of dyslexia could enable educational psychologists and educators to select appropriate assessment measures and develop intervention strategies to support the learning of Chinese adolescents with dyslexia. [ABSTRACT FROM AUTHOR] |
| Copyright of Dyslexia (10769242) is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | While research has identified multiple deficits that may lead to dyslexia, the profiles of adolescents with dyslexia and dyslexia subtypes are yet fully understood. This study examined the profiles of Chinese adolescents with dyslexia and identified dyslexia subtypes. Adolescents from grades 7 to 9 (n = 184, 92 with dyslexia) were evaluated on morphological skills, visual‐orthographic knowledge, rapid naming, working memory, word reading, word spelling, reading fluency and reading comprehension. The results revealed that adolescents with dyslexia performed less well on the cognitive‐linguistic and literacy measures than typically developing adolescents. A logistic regression analysis also showed that morphological skills, visual‐orthographic knowledge and rapid naming were significantly predictive of dyslexia status. Using cluster analysis and guided by the multiple deficit hypothesis, this study identified four dyslexia subtypes: morphological deficit, visual‐orthographic knowledge deficit, rapid naming deficit and global deficit showing multiple cognitive‐linguistic and literacy problems. Understanding the profiles and subtypes of dyslexia could enable educational psychologists and educators to select appropriate assessment measures and develop intervention strategies to support the learning of Chinese adolescents with dyslexia. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10769242 |
| DOI: | 10.1002/dys.1748 |
