Identification of sub-types of students with learning disabilities in reading and its implications for Chinese word recognition and instructional methods in Hong Kong primary schools

详细信息    查看全文

• 作者：Fuk-chuen Ho (1) fcho@ied.edu.hk
  Linda Siegel (2) linda.siegel@ubc.ca
• 关键词：Learning disabilities in reading &#8211 ; Surface dyslexic pattern &#8211 ; Phonological dyslexic pattern &#8211 ; Chinese writing system &#8211 ; Analytic method &#8211 ; Whole ; word method
• 刊名：Reading and Writing
• 出版年：2012
• 出版时间：August 2012
• 年：2012
• 卷：25
• 期：7
• 页码：1547-1571
• 全文大小：443.0 KB
• 参考文献：1. Baron, J. (1979). Orthographic and word-specific mechanisms in children’s reading of words. Child Development, 50, 60–72.
  2. Castles, A., & Coltheart, M. (1993). Varieties of developmental dyslexia. Cognition, 47, 149–180.
  3. Chan, L., & Nunes, T. (1998). Children’s understanding of the formal and functional characteristics of written Chinese. Applied Psycholinguists, 19, 115–131.
  4. Chartier, A. (2004). Teaching reading: A historical approach. In T. Nunes & P. Bryant (Eds.), Handbook of children’s literacy (pp. 511–538). Dordrecht, Netherland: Kluwer.
  5. Chow, B. W.-Y., McBride-Chang, C., & Burgess, S. (2005). Phonological processing skills and early reading abilities in Hong Kong Chinese kindergarteners learning to read English as a second language. Journal of Educational Psychology, 97, 81–87.
  6. Coltheart, M. (1980). Deep dyslexia: A review of the syndrome. In M. Coltheart, K. Patterson, & J. C. Marshall (Eds.), Deep dyslexia (pp. 22–47). London, England: Routledge & Kegan Paul.
  7. Coltheart, M. (1984). Writing systems and reading disorders. In L. Henderson (Ed.), Orthographies and reading (pp. 67–79). London, England: Lawrence Erlbaum Associates Publishers.
  8. Cunningham, A. E., & Stanovich, K. E. (1993). Children’s literacy environments and early word recognition skills. Reading and Writing: An Interdisciplinary Journal, 5, 193–204.
  9. Curriculum Development Council, & Education Department. (1990). Primary syllabus in Chinese. Hong Kong, China: The Government Printer.
  10. Education Bureau. (2008). Enhancement of the new funding mode for primary schools. Retrieved May 23, 2008, from http://www.edb.gov.hk/FileManager/EN/Content_7433/edbc08010e.pdf.
  11. Educational Research Establishment, & Education Department. (1979). A study of the Chinese vocabulary used in primary schools in Hong Kong. Hong Kong: Education Department.
  12. Foorman, B. R., Francis, D. J., Fletcher, J. M., Shatschneider, C., & Mehta, P. (1998). The role of instruction in learning to read: Preventing reading failure in at-risk children. Journal of Educational Psychology, 90, 37–55.
  13. Ho, C. S. H., Chan, D., Chung, K. K. H., Lee, S. H., & Tsang, S. M. (2007). In search of subtypes of Chinese developmental dyslexia. Journal of Experimental Child Psychology, 97, 61–83.
  14. Ho, C. S. H., Wong, W. L., & Chan, W. S. (1999). The use of orthographic analogies in learning to read Chinese. Journal of Child Psychology and Psychiatry, 40, 393–403.
  15. Ho, F. C. (2003). Dyslexia: Awareness and teaching. Hong Kong: The Hong Kong Institute of Education. (in Chinese).
  16. Ho, F. C., & Liu, W. Y. (2005). Teaching children with dyslexia reading and writing in Hong Kong. In Proceedings of Hong Kong Red Cross Special Education & Rehabilitation Service 50th anniversary international conference.
  17. Ho, K. C. (1993). A comparison of the 2,000 most frequently used Chinese characters found in three frequency counts carried out in China, Taiwan and Hong Kong. Hong Kong: Institute of Language in Education.
  18. Hoien, T., & Lundberg, I. (2000). Dyslexia: From theory to intervention. Dordrecht, Netherlands: Kluwer.
  19. Johnston, R., Connelly, V., & Watson, J. (1995). Some effects of phonics teaching on early reading development. In P. Owen & P. Pumfrey (Eds.), Emergent and developing reading: Messages for teachers (pp. 32–42). London, England: Falmer Press.
  20. Keys, M. P. (1993). The Pediatrician’s role in reading disorders. Pediatric Ophthalmology, 40, 869–879.
  21. Leong, C. K. (1989). Reading and reading difficulties in a morphemic script. In P. G. Aaron & R. M. Joshi (Eds.), Reading and writing disorders in different orthographic systems (Vol. 52, pp. 267–282). Dordrecht, Netherlands: Kluwer.
  22. Leong, C. K., Cheng, P. W., & Lam, C. C. C. (2000). Exploring reading-spelling connection as locus of dyslexia in Chinese. Annals of Dyslexia, 50, 239–259.
  23. Li, H., & Chen, H. C. (1999). Radical processing in Chinese character recognition: Evidence from lexical decision. Psychologia, 42, 188–208.
  24. McBride-Chang, C., & Chen, H. C. (Eds.). (2003). Reading development in Chinese children. Westport, CT: Praeger Publishing.
  25. McBride-Chang, C., & Ho, C. S.-H. (2005). Predictors of beginning reading in Chinese and English: A 2-year longitudinal study of Chinese kindergartners. Scientific Studies of Reading, 9, 117–144.
  26. Mitterer, J. O. (1982). There are at least two kinds of poor readers: Whole-word poor readers and recoding poor readers. Canadian Journal of Psychology, 36, 445–461.
  27. Myers, J., Taft, M., & Chou, P. (2007). Character recognition without sound or meaning. Journal of Chinese Linguistics, 35, 1–57.
  28. Perfetti, C. A., Zhang, S., & Berrent, I. (1992). Reading in English and Chinese: Evidence for a “universal” phonological principle. In R. Frost & L. Katz (Eds.), Orthography, phonology, morphology, and meaning (pp. 227–248). North Holland, Netherland: Elsevier.
  29. Sasanuma, S. (1974). Kanji versus Kana processing in alexia with transient agraphia: A case report. Cortex, 10, 89–97.
  30. Sasanuma, S. (1980). Acquired dyslexia in Japanese: Clinical features and underlying mechanisms. In M. Coltheart, K. Patterson, & J. C. Marshall (Eds.), Deep dyslexia (pp. 48–90). London, England: Routledge & Kegan Paul.
  31. Shu, H., & Anderson, R. C. (1999). Learning to read Chinese: The development of metalinguistic awareness. In J. Wang, A. W. Inhoff, & H. C. Chen (Eds.), Reading Chinese script: A cognitive analysis (pp. 1–18). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
  32. Siegel, L. S. (1993). The development of reading. In H. Reese (Ed.), Advances in child development and behaviour (Vol. 24, pp. 63–97). San Diego, CA: Academic Press.
  33. Stanovich, K. E., & West, R. F. (1989). Exposure to print and orthographic processing. Reading Research Quarterly, 24, 402–433.
  34. Torgesen, J., Wagner, R., Rashotte, C., Rose, E., Lindamood, P., Conwa, T., et al. (1999). Preventing reading failure in young children with phonological processing disabilities: Group and individual responses to instruction. Journal of Educational Psychology, 91, 579–593.
  35. Treiman, R. (1984). Individual differences among children in reading and spelling styles. Journal of Experimental Child Psychology, 37, 463–477.
  36. Zhou, X., Marslen-Wilson, W., Shu, H., Bi, Y., & Tang, Y. (1996). Phonology in reading Chinese. London: Manuscript, University of London.
  37. Zhou, X., Marslen-Wilson, W., Taft, M., & Shu, H. (1999a). Morphology, orthography, and phonology in reading Chinese compound words. Language and Cognitive Processes, 14, 525–565.
  38. Zhou, X., Shu, H., Bi, Y., & Shi, D. (1999b). Is there phonologically mediated access to lexical semantics in reading Chinese? In J. Wang, A. W. Inhoff, & H. C. Chen (Eds.), Reading Chinese script: A cognitive analysis (pp. 135–171). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
• 作者单位：1. Department of Special Education and Counselling, Hong Kong Institute of Education, 10 Lo Ping Road, Tai Po, Hong Kong2. Department of Educational and Counselling Psychology, and Special Education, Faculty of Education, The University of British Columbia, 2125 Main Mall, Vancouver, BC V6T 1Z4, Canada
• ISSN：1573-0905

文摘

This paper consists of three studies. The first study aimed to identify sub-types of students with learning disabilities in reading. Based on the dual-route model of reading, words may be read using either a lexical (words are recognized as wholes) or a sub-lexical (words are recognized through grapheme-phoneme correspondence) procedure. Castles and Coltheart (1993) provided evidence for the existence of these two mechanisms in English reading. They suggested that deficits in one and/or the other mechanism would lead to different patterns of reading disability. Surface dyslexia results from an impairment of the lexical procedure with an intact phonological route to reading. Phonological dyslexia results from a deficit in the grapheme-phoneme transformation mechanism. A higher percentage of surface dyslexia was identified in the present study. The aim of the second study was to analyze reading errors to support the existence of surface and phonological dyslexic patterns in Chinese reading. The results showed that students with surface dyslexic pattern made more phonological errors, whereas students with phonological dyslexic pattern made more semantic errors. These two studies indicate that students with learning disabilities could have different strengths and weaknesses and could have different preferences for recognizing Chinese characters and different responses to instructional methods. The third study was designed to test the effects of different teaching methods and different kinds of Chinese characters on students with learning disabilities. In general, the analytic method was found more effective for students with surface dyslexic pattern and the whole-word method for those with the phonological dyslexic pattern. The findings of this study showed the importance of identifying the strengths of the different sub-types of readers and the need to choose appropriate instructional methods accordingly.