ArticleFrontiers in psychology2018
The Impact of Morphological Awareness on Word Reading and Dictation in Chinese Early Adolescent Readers With and Without Dyslexia.
Article in Frontiers in psychology, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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Who cites it
5 citing papers in PubMed, 26 citations in OpenAlex.
- Is learning a logographic script easier than reading an alphabetic script for German children with dyslexia?PloS one · 2023Trial
- Reading subtyping of Arabic-speaking university students: a contribution to the accuracy vs. rate model of dyslexia.Annals of dyslexia · 2025Article
- Eye movements of children with and without developmental dyslexia in an alphabetic script during alphabetic and logographic tasks.Scientific reports · 2024Article
- The Prevalence of Dyslexia in Primary School Children and Their Chinese Literacy Assessment in Shantou, China.International journal of environmental research and public health · 2020Article
- Cognitive-linguistic profiles of Chinese typical-functioning adolescent dyslexics and high-functioning dyslexics.Annals of dyslexia · 2018Article
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Authors and funding
2 authors at 2 institutions in 2 countries.
Funding
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Abstract
This study investigated the role of morphological awareness in understanding Chinese word reading and dictation among Chinese-speaking adolescent readers in Hong Kong as well as the cognitive-linguistic profile of early adolescent readers with dyslexia. Fifty-four readers with dyslexia in Grades 5 and 6 were compared with 54 chronological age-matched (CA) typical readers on the following measures of cognitive-linguistic and literacy skills: morphological awareness, phonological awareness, visual-orthographic knowledge, rapid naming, vocabulary knowledge, verbal short-term memory (STM), Chinese word reading, and dictation (or spelling). The results indicated that early adolescent readers with dyslexia performed less well than the typical readers on all cognitive-linguistic and literacy measures except the phonological measures. Both groups' scores showed substantial correlations between morphological awareness and Chinese word reading and dictation. Visual-orthographic knowledge and rapid naming were also associated with dictation in early adolescent readers with and without dyslexia, respectively. Moderated multiple regression analyses further revealed that morphological awareness and rapid naming explained unique variance in word reading and dictation for the readers with dyslexia and typical readers separately after controlling readers' age and group effect. These results highlight the potential importance of morphological awareness and rapid naming in Chinese word reading and writing in Chinese early adolescents' literacy development and impairment.
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