Second Language Learning Difficulties in Chinese Children With Dyslexia: What Are the Reading-Related Cognitive Skills That Contribute to English and Chinese Word Reading?
This study examined the relations between reading-related cognitive skills and word reading development of Chinese children with dyslexia in their Chinese language (L1) and in English (L2). A total of 84 bilingual children—28 with dyslexia, 28 chronological age (CA) controls, and 28 reading-level (RL) controls—participated and were administered measures of word reading, rapid naming, visual-orthographic skills, and phonological and morphological awareness in both L1 and L2. Children with dyslexia showed weaker performance than CA controls in both languages and had more difficulties in phonological awareness in English but not in Chinese. In addition, reading-related cognitive skills in Chinese contributed significantly to the ability to read English words, suggesting cross-linguistic transfer from L1 to L2. Results found evidence for different phonological units of awareness related to the characteristics of the different languages being learned, supporting the psycholinguistic grain size and linguistic coding differences hypotheses.
from the Journal of Learning Disabilities
Posted on April 23, 2010, in Research and tagged cross-language aspects, dyslexia, precursors. Bookmark the permalink. 1 Comment.
We have Australian-Chinese marriage in our family. One of the daughters has learning difficulties. For her a large improvement was the step of parents and grandparents to stop using Chinese (this we believe is effective in some cases, individual assessment is necessary). We recommend having a look at our comments at http://www.jayseducation.com/tips.html and http://www.jayseducation.com/apraxia.html
We offer (some free) literacy and numeracy worksheet programs designed to help children with learning difficulties. They are approved and used in many Australian schools as well as by parents.
Tom