2022/01/10 by Wai Ting Siok, Li Hai Tan · 19 citations
Mathematics · Neuroscience · Psychology · Social Sciences · #Biological theories of dyslexia #Child Development and Digital Technology #Cognition #Cognitive and developmental aspects of mathematical skills #Cognitive psychology #Developmental dyslexia #Developmental psychology #Dyslexia #Learning disability #Linguistics #Neuroscience #Phonological awareness #Phonological rule #Phonology #Psychology #Reading (process) #Reading and Literacy Development #Reading disability #Working memory
paper · pdf · doi:10.1016/j.bandl.2021.105069
published in Brain and Language 226, 105069 (Elsevier BV)
openalex publication_date 2022/01/10 · openalex created_date 2022/01/26 · openalex updated_date 2026/08/02
While phonological skills have been found to be correlated with reading across different writing systems, recent findings have shown that developmental dyslexia in Chinese individuals has multiple deficits, and no single factor has ever been identified as crucial for learning this writing system. To examine whether a deficit in the phonological or another cognitive domain is a necessary or sufficient condition for Chinese reading disability, this study examined the cognitive profiles of 521 good readers and 502 dyslexic readers in Chinese primary schools using a battery of behavioral measures covering phonological, visual, orthographic, visual-motor coordination and working memory skills. The results showed that among all cognitive measures, phonological skills correlated more strongly with character reading performance but that poor phonological skills did not necessarily or sufficiently lead to poor reading performance in Chinese.