Psychological Development and Education ›› 2007, Vol. 23 ›› Issue (3): 89-92.

Previous Articles     Next Articles

Screen of Chinese Reading at-risk children

PENG Hong1,4, LIANG Wei-lan2, ZHANG Zhi-xiang2, LI Hong3, SHU Hua1, TARDIF T.5, FLETCHER P.6   

  1. 1. State Key Lab for Cognitive Neuroscience and Learning, Beijing Normal University, Beijing 100875;
    2. Peking University First Hospital, Beijing 100034;
    3. School of psychology, Beijing Normal University, Beijing 100875;
    4. Beijing Disabled Persons Rehabilitation Service & Guidance Centre, Beijing 10028;
    5. University of Michigan, U. S. A.;
    6. University of Hong Kong, Hong Kong
  • Online:2007-07-15 Published:2007-07-15

PDF (PC)

Abstract: By testing 309 35～49 month children on vocabulary, morphological awareness, grammar, non-word repetition and picture naming tests, the present study examined the screening of Chinese reading at risk children and their cognitive character.The results showed that reading at risk children were significant poorer than normal children on all tasks; grammar and phonological deficit had the largest perception; the more deficits had, the poorer of score of at risk children.The finding of present study have theory and practical meaning for Chinese reading at risk children's early intervention.

Key words: Dyslexia, At Risk, Screen, Cognition Deficit

[1] Hatcher P,Hulme C,Ellis A W.Ameliorating early reading failure by integrating the teaching of reading and phonological skills.Child Development,1994,65,41-57.
[2] Scarborough H S.Very early language deficits in dyslexia children.Children Development,1990,61,1728-1743.
[3] Muter V,Hulme C,Snowling M.The phonological abilities test,PAT.London:The Psychological Corporation,1997.
[4] Nicilson R I,Fawcett A J,Moss H,et al.An early reading intervention study:Evaluation and implications.British Journal of Educational Psychology,1999,69,47-62.
[5] McBride-Chang C,Shu H,Zhou A,et al.Morphological awareness uniquely predicts young children's Chinese character recognition.Journal of Educational Psychology,2003,95,743-751.
[6] Dunn L M.Peabody picture vocabulary Test-Resived.Minnsota:American Guidance Service,1981.
[7] 郝美玲.汉语儿童词素意识的发展.北京师范大学博士论文.2003.
[8] Snowling M J,Galla gher A,Frith U.Family risk of dyslexia is continuous:individual differences in the precursors of reading skill.Child Development,2003,74(2),358-373.
[9] Ho C S H,Chan D W O,Tsang S M,et al.The cognitive profile and multiple-deficit hypothesis.Developmental Psychology,2002,38(4),543-553.
[10] Wolfgang S,Ellen R,Marco E.Training phonological skills and letter knowledge in children at risk for dyslexia:a comparison of three kindergarten intervention programs.Journal of Educational Psychology,2000,92(2),284-295.
[11] Elbro C,Borstrom I,Petersen D K.Predicting Dyslexia from kindergarten:The importance of distinctions of phonological representations of lexical items.Reading Research Quarterly,1998,33(1),36-60.
[12] Blschman B A,Ball E W,Black R S,et al.Kindergarten teachers develop phoneme awareness in low-income,inner-city classrooms:Does it make a difference? Reading and Writing,1994,6,1-18.
[13] 吴思娜,舒华,王彧.4～6年级小学生发展性阅读障碍的异质性研究.心理发展与教育,2004,(3),46-50.
[14] 彭虹.语音意识、语素意识与汉语儿童早期阅读.北京师范大学硕士论文.2005
[15] Felton R H,Brown I S.Phonological processes as predictors of specific reading skills in children at risk for reading failure.Reading and Writing,1990,2,39-59.
[1] MENG Hongxia, BAI Xuejun, TAN Ke, SU Juan. The Visual Crowding Effect in Developmental Dyslexia [J]. Psychological Development and Education, 2020, 36(6): 762-768.
[2] GAO Chunying, WANG Fuxing, TONG Yu, LI Hui. Children in the Digital Age: Touchscreen and Child Development [J]. Psychological Development and Education, 2020, 36(4): 502-512.
[3] LIU Hanlong, ZHAO Jing. The Development of Visual Attention Span And Its Effect on Reading Fluency in Chinese Children with Developmental Dyslexia [J]. Psychological Development and Education, 2018, 34(5): 533-540.
[4] LI Hehui, TAO Wuhai, PENG Danling, DING Guosheng. The Causal Relationship between Developmental Dyslexia and Abnormal Brain Regions:Research Paradigms and the Relevant Findings [J]. Psychological Development and Education, 2017, 33(5): 631-640.
[5] MENG Zelong, ZHANG Yiwei, BI Hongyan. Advances in Research on Subtypes of Developmental Dyslexia [J]. Psychological Development and Education, 2017, 33(1): 113-121.
[6] TIAN Lili, ZHOU Xin, KANG Dan, XU Jingjing, LI Zhengqing. Executive Function in 5~6 Years Old Children with Different Mathematical Ability [J]. Psychological Development and Education, 2016, 32(1): 9-16.
[7] WANG Xiao-chen, LI Qi-wei, LI Qing. A Preliminary Study on PASS Cognitive Processing Deficit of Chinese Developmental Dyslexia [J]. Psychological Development and Education, 2011, 27(6): 569-576.
[8] LIU Wen-li, YI Ting-wei, YANG Yu-fang. The Categorical Perception Skills in Chinese Children with Phonological Dyslexia [J]. Psychological Development and Education, 2010, 26(6): 569-576.
[9] XUE Jin, SHU Hua. Selective Predictive Value of RAN on Chinese Reading [J]. Psychological Development and Education, 2008, 24(2): 97-101.
[10] LI Hong, SHU Hua, XUE Jing, YANG Jian-feng. Evidence for Skill-Automatization in Dyslexia [J]. Psychological Development and Education, 2008, 24(1): 101-105.
[11] TIAN Xiao-mei, WANG Chun, LI Tong, MENG Xiang-zhi, ZHOU Xiao-lin. The Mental Lexicon of Chinese Compound Words——Evidence from a Case with Developmental Dyslexia [J]. Psychological Development and Education, 2006, 22(2): 46-51.
[12] WU Si-na, SHU Hua, WANG Yu. The Heterogeneity of Chinese Developmental Dyslexia [J]. Psychological Development and Education, 2004, 20(3): 46-50.
[13] LIU Xiang-ping, HOU Dian-mu, YANG Shuang, DU Wen-chong. Research on The Literacy Cognitive Deficit of Developmental Dyslexia Children [J]. Psychological Development and Education, 2004, 20(2): 7-11.
Viewed
Full text


Abstract

Cited
  Shared   
  Discussed   
No Suggested Reading articles found!
Copyright 2018 © Editorial office of Psychological Development and Education
Supported by Beijing Magtech Co.Ltd