Developmental trajectories of reading development and impairment from ages 3 to 8 years in Chinese children / Lin LEI in Journal of Child Psychology and Psychiatry, 52-2 (February 2011)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 52-2 (February 2011) . - p.212-220 Titre : Developmental trajectories of reading development and impairment from ages 3 to 8 years in Chinese children Type de document : Texte imprimé et/ou numérique Auteurs : Lin LEI, Auteur ; Jinger PAN, Auteur ; Hongyun LIU, Auteur ; Catherine MCBRIDE-CHANG, Auteur ; Hong LI, Auteur ; Yuping ZHANG, Auteur ; Lang CHEN, Auteur ; Twila TARDIF, Auteur ; Weilan LIANG, Auteur ; Zhixiang ZHANG, Auteur ; Hua SHU, Auteur Année de publication : 2011 Article en page(s) : p.212-220 Langues : Anglais (eng) Mots-clés : Morphological awareness  grammar  vocabulary knowledge  phonological awareness  rapid automatized naming (RAN) Index. décimale : PER Périodiques Résumé : Background:  Early prediction of reading disabilities in Chinese is important for early remediation efforts. In this 6-year longitudinal study, we investigated the early cognitive predictors of reading skill in a statistically representative sample of Chinese children from Beijing. Method:  Two hundred sixty-one (261) native Chinese children were administered seven language-related skills over three years between the ages of 3 and 6 years. Performances on these skills were then examined in relation to subsequent word reading accuracy and fluency. Individual differences in developmental profiles across tasks were then estimated using growth mixture modeling. Results:  Four developmental trajectories were classified – the typical (control), catch-up (with low initial cognitive performances but adequate subsequent reading), literacy-related-cognitive-delay (with difficulties in morphological awareness, phonological awareness, and speeded naming and subsequent word recognition), and language-delay (relatively low across all tasks) groups. Conclusion:  Findings suggest that the combination of phonological awareness, rapid naming and morphological awareness are essential in the early prediction of later reading difficulties in Chinese children. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02311.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=116 [article] Developmental trajectories of reading development and impairment from ages 3 to 8 years in Chinese children [Texte imprimé et/ou numérique] / Lin LEI, Auteur ; Jinger PAN, Auteur ; Hongyun LIU, Auteur ; Catherine MCBRIDE-CHANG, Auteur ; Hong LI, Auteur ; Yuping ZHANG, Auteur ; Lang CHEN, Auteur ; Twila TARDIF, Auteur ; Weilan LIANG, Auteur ; Zhixiang ZHANG, Auteur ; Hua SHU, Auteur . - 2011 . - p.212-220. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 52-2 (February 2011) . - p.212-220 Mots-clés : Morphological awareness  grammar  vocabulary knowledge  phonological awareness  rapid automatized naming (RAN) Index. décimale : PER Périodiques Résumé : Background:  Early prediction of reading disabilities in Chinese is important for early remediation efforts. In this 6-year longitudinal study, we investigated the early cognitive predictors of reading skill in a statistically representative sample of Chinese children from Beijing. Method:  Two hundred sixty-one (261) native Chinese children were administered seven language-related skills over three years between the ages of 3 and 6 years. Performances on these skills were then examined in relation to subsequent word reading accuracy and fluency. Individual differences in developmental profiles across tasks were then estimated using growth mixture modeling. Results:  Four developmental trajectories were classified – the typical (control), catch-up (with low initial cognitive performances but adequate subsequent reading), literacy-related-cognitive-delay (with difficulties in morphological awareness, phonological awareness, and speeded naming and subsequent word recognition), and language-delay (relatively low across all tasks) groups. Conclusion:  Findings suggest that the combination of phonological awareness, rapid naming and morphological awareness are essential in the early prediction of later reading difficulties in Chinese children. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02311.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=116

Universality of categorical perception deficit in developmental dyslexia: an investigation of Mandarin Chinese tones / Yajing ZHANG in Journal of Child Psychology and Psychiatry, 53-8 (August 2012)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 53-8 (August 2012) . - p.874-882 Titre : Universality of categorical perception deficit in developmental dyslexia: an investigation of Mandarin Chinese tones Type de document : Texte imprimé et/ou numérique Auteurs : Yajing ZHANG, Auteur ; Linjun ZHANG, Auteur ; Hua SHU, Auteur ; Jie XI, Auteur ; Han WU, Auteur ; Yang ZHANG, Auteur ; Ping LI, Auteur Année de publication : 2012 Article en page(s) : p.874-882 Langues : Anglais (eng) Mots-clés : Dyslexia  categorical perception  lexical tones  event-related potential  mismatch negativity Index. décimale : PER Périodiques Résumé : Background:  While previous studies have shown that children affected by dyslexia exhibit a deficit in categorical perception of segmental features in alphabetic languages, it remains unclear whether the categorical perception deficit generalizes to nonalphabetic languages at the suprasegmental level. In this study, we investigated the occurrence of categorical perception deficit in Mandarin lexical tones in Chinese children with dyslexia. Methods:  Both behavioral and electrophysiological measures were taken to compare Chinese dyslexic children with age-matched controls. Auditory event-related potentials were collected with a passive listening oddball paradigm. Results:  Behavioral data showed that dyslexic children perceived lexical tone contrasts less categorically and less precisely than age-matched controls. Consistent with the behavioral data, the across-category tone contrast elicited larger mismatch negativity than the within-category distinction in the left hemisphere for the age-matched controls but not for the dyslexic children. Conclusion:  The behavioral and electrophysiological results demonstrate impaired categorical perception of lexical tones in Chinese children with dyslexia. Our findings support the hypothesis that children affected by dyslexia have a general deficit in categorical perception of speech, which generalizes to nonalphabetic languages at the suprasegmental level. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02528.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=177 [article] Universality of categorical perception deficit in developmental dyslexia: an investigation of Mandarin Chinese tones [Texte imprimé et/ou numérique] / Yajing ZHANG, Auteur ; Linjun ZHANG, Auteur ; Hua SHU, Auteur ; Jie XI, Auteur ; Han WU, Auteur ; Yang ZHANG, Auteur ; Ping LI, Auteur . - 2012 . - p.874-882. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 53-8 (August 2012) . - p.874-882 Mots-clés : Dyslexia  categorical perception  lexical tones  event-related potential  mismatch negativity Index. décimale : PER Périodiques Résumé : Background:  While previous studies have shown that children affected by dyslexia exhibit a deficit in categorical perception of segmental features in alphabetic languages, it remains unclear whether the categorical perception deficit generalizes to nonalphabetic languages at the suprasegmental level. In this study, we investigated the occurrence of categorical perception deficit in Mandarin lexical tones in Chinese children with dyslexia. Methods:  Both behavioral and electrophysiological measures were taken to compare Chinese dyslexic children with age-matched controls. Auditory event-related potentials were collected with a passive listening oddball paradigm. Results:  Behavioral data showed that dyslexic children perceived lexical tone contrasts less categorically and less precisely than age-matched controls. Consistent with the behavioral data, the across-category tone contrast elicited larger mismatch negativity than the within-category distinction in the left hemisphere for the age-matched controls but not for the dyslexic children. Conclusion:  The behavioral and electrophysiological results demonstrate impaired categorical perception of lexical tones in Chinese children with dyslexia. Our findings support the hypothesis that children affected by dyslexia have a general deficit in categorical perception of speech, which generalizes to nonalphabetic languages at the suprasegmental level. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02528.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=177

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