Understanding chinese developmental dyslexia: Morphological awareness as a core cognitive construct.

2006/02/01 by Hua Shu, Catherine McBride-Chang, Catherine McBride‐Chang +2 · 583 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 #Construct (python library) #Developmental dyslexia #Developmental psychology #Dyslexia #Linguistics #Neuroscience #Psychology #Reading (process) #Reading and Literacy Development

paper · doi:10.1037/0022-0663.98.1.122

published in Journal of Educational Psychology 98(1), 122-133 (American Psychological Association)

openalex publication_date 2006/02/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/08/02

Abstract

Tasks representing 9 cognitive constructs of potential importance to understanding Chinese reading development and impairment were administered to 75 children with dyslexia and 77 age-matched children without reading difficulties in 5th and 6th grade. Logistic regression analyses revealed that dyslexic readers were best distinguished from age-matched controls with tasks of morphological awareness, speeded number naming, and vocabulary skill; performance on tasks of visual skills or phonological awareness failed to distinguish the groups. Path analyses further revealed that a construct of morphological awareness was the strongest consistent predictor of a variety of literacy-related skills across both groups. Findings suggest that morphological awareness may be a core theoretical construct necessary for explaining variability in reading Chinese.

Citations

• Subtypes of reading disability: Variability around a phonological core.
• Cognitive profiling and preliminary subtyping in Chinese developmental dyslexia

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