scholarly journals Characteristics of Kanji Word Reading in Japanese Children with Developmental Dyslexia

2013 ◽  
Vol 54 (1) ◽  
pp. 1-7
Author(s):  
Noriko Akashi ◽  
Akira Uno ◽  
Noriko Haruhara ◽  
Masato Kaneko ◽  
Taeko N. Wydell ◽  
...  
Keyword(s):  
Developmental Dyslexia ◽  
Word Reading ◽  
Japanese Children

Accuracy and Speed of Orthographic Processing in Persons with Developmental Dyslexia

2005 ◽  
Vol 101 (1) ◽  
pp. 95-107 ◽  
Author(s):  
Wayne M. King ◽  
Linda L. Lombardino ◽  
Sarah Ahmed
Keyword(s):  
Developmental Dyslexia ◽  
Word Reading ◽  
Response Times ◽  
Age Groups ◽  
Group Differences ◽  
Control Group ◽  
Age Difference ◽  
Significant Difference ◽  
Typically Achieving ◽  
Reading Disabled

A group of 39 persons (20 male and 19 female, 11.0 to 32.5 yr.) with developmental dyslexia and 42 controls (21 male and 21 female, 11.2 to 32.3 years) were compared on computerized tests of sight word reading, nonword decoding, and spelling recognition. The subjects with developmental dyslexia performed significantly slower and less accurately than controls on all tasks. Further, the effect size of the group differences was larger for the older group. Within-group analyses showed a significant difference by age group on accuracy. Only the control group showed a significant age difference between groups on response time. Mean accuracy and response times for the reading-disabled subjects resembled shifted versions of the control group means. These results agree with previous reports that phonological deficits persist for reading-disabled adults and suggest a test of whether the discrepancy between reading-disabled and typically achieving readers may actually increase across age groups.

scholarly journals Lexical tone awareness among Chinese children with developmental dyslexia*

2010 ◽  
Vol 38 (4) ◽  
pp. 793-808 ◽  
Author(s):  
WING-SZE LI ◽  
CONNIE SUK-HAN HO
Keyword(s):  
Developmental Dyslexia ◽  
Word Reading ◽  
Individual Performance ◽  
Reading Level ◽  
Control Group ◽  
Lexical Tone ◽  
Associate Learning ◽  
Rhyme Awareness ◽  
Tone Discrimination ◽  
Average Readers

ABSTRACTThis study examined the extent and nature of lexical tone deficit in Chinese developmental dyslexia. Twenty Cantonese-speaking Chinese dyslexic children (mean age 8 ; 11) were compared to twenty average readers of the same age (CA control group, mean age 8 ; 11), and another twenty younger average readers of the same word reading level (RL control group, mean age 7 ; 4) on different measures of lexical tone awareness, rhyme awareness and visual–verbal paired-associate learning. Results showed that the Chinese dyslexic children performed significantly worse than the CA but not the RL control groups in nearly all the lexical tone and rhyme awareness measures. Analyses of individual performance demonstrated that over one-third of the dyslexic children showed a deficit in some aspects of tone awareness. Tone discrimination and tone production were found to correlate significantly with Chinese word reading. These findings confirm that Chinese dyslexic children show weaknesses in tone awareness.

scholarly journals Visual Function, Visual Perception and Visual Recognition in Japanese Children with Developmental Dyslexia

2010 ◽  
Vol 51 (1) ◽  
pp. 38-53 ◽  
Author(s):  
Takashi Goto ◽  
Akira Uno ◽  
Noriko Haruhara ◽  
Masato Kaneko ◽  
Noriko Awaya ◽  
...  
Keyword(s):  
Visual Perception ◽  
Developmental Dyslexia ◽  
Visual Function ◽  
Visual Recognition ◽  
Japanese Children

scholarly journals Perceptual expertise with Chinese characters predicts Chinese reading performance among Hong Kong Chinese children with developmental dyslexia

PLoS ONE ◽  
2021 ◽  
Vol 16 (1) ◽  
pp. e0243440
Author(s):  
Yetta Kwailing Wong ◽  
Christine Kong-Yan Tong ◽  
Ming Lui ◽  
Alan C.-N. Wong
Keyword(s):  
Hong Kong ◽  
Developmental Dyslexia ◽  
Word Reading ◽  
Reading Performance ◽  
Perceptual Fluency ◽  
Hong Kong Chinese ◽  
Perceptual Expertise ◽  
Chinese Characters ◽  
Chinese Reading ◽  
Hong Kong Chinese Children

This study explores the theoretical proposal that developmental dyslexia involves a failure to develop perceptual expertise with words despite adequate education. Among a group of Hong Kong Chinese children diagnosed with developmental dyslexia, we investigated the relationship between Chinese word reading and perceptual expertise with Chinese characters. In a perceptual fluency task, the time of visual exposure to Chinese characters was manipulated and limited such that the speed of discrimination of a short sequence of Chinese characters at an accuracy level of 80% was estimated. Pair-wise correlations showed that perceptual fluency for characters predicted speeded and non-speeded word reading performance. Exploratory hierarchical regressions showed that perceptual fluency for characters accounted for 5.3% and 9.6% variance in speeded and non-speeded reading respectively, in addition to age, non-verbal IQ, phonological awareness, morphological awareness, rapid automatized naming (RAN) and perceptual fluency for digits. The findings suggest that perceptual expertise with words plays an important role in Chinese reading performance in developmental dyslexia, and that perceptual training is a potential remediation direction.

scholarly journals Error Analysis of Writing to Dictation of Kanji Words in Japanese Children with Developmental Dyslexia and Normally Developed Children

2011 ◽  
Vol 52 (2) ◽  
pp. 165-172
Author(s):  
Junko Imura ◽  
Noriko Haruhara ◽  
Akira Uno ◽  
Masato Kaneko ◽  
Taeko N. Wydell ◽  
...  
Keyword(s):  
Error Analysis ◽  
Developmental Dyslexia ◽  
Japanese Children

scholarly journals Word Decoding Abilities of 1st Graders with Developmental Dyslexia Considering Reading Severity and Word and Syllable Structure

2021 ◽  
Vol 26 (3) ◽  
pp. 589-600
Author(s):  
Haerim Yu ◽  
Hyoeun Won ◽  
Soyeong Pae
Keyword(s):  
Grain Size ◽  
Developmental Dyslexia ◽  
Listening Comprehension ◽  
Word Reading ◽  
Syllable Structure ◽  
Group Differences ◽  
Word Decoding ◽  
Korean Children ◽  
Lexical Route ◽  
Severe Group

Objectives: This study investigated word decoding abilities of 1st graders with Developmental dyslexia according to the level of decoding difficulty, meaning availability, word and syllable structure.Methods: Twenty Korean 1st graders with developmental dyslexia participated in 40 word-reading tasks individually. All of them had severe decoding difficulties, even with normal listening comprehension (KORLA; Pae et al., 2015) and intelligence (K-CTONI-2; Park, 2014). The group differences by decoding difficulties were compared considering the meaning of words, the number of syllable-final graphemes, and the position of each grapheme in a syllable.Results: Both the severe and less-severe group in Korean word-decoding difficulties revealed the gaps between word reading and nonword reading. Both groups had decoding difficulties when a word had syllable-final graphemes, while the severe group had even lower performances in word readings with 2 syllable-final graphemes. Both groups showed similar performances in reading syllable-initial graphemes while the severe group had lower performances both in reading syllable-medial vowel graphemes and syllable-final consonant graphemes compared to the less-severe group.Conclusion: Korean 1st graders with developmental dyslexia seemed to be in urgent need of decoding support considering word and syllable structure. Triggering the non-lexical route with non-words considering the grain size of syllable-medial vowel graphemes and syllable-final graphemes would facilitate word decoding abilities of severely dyslexic Korean children.

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