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Détail de l'auteur
Auteur Connie Suk-Han HO |
Documents disponibles écrits par cet auteur (2)
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Perception of tone and aspiration contrasts in Chinese children with dyslexia / Him CHEUNG in Journal of Child Psychology and Psychiatry, 50-6 (June 2009)
[article]
Titre : Perception of tone and aspiration contrasts in Chinese children with dyslexia Type de document : Texte imprimé et/ou numérique Auteurs : Him CHEUNG, Auteur ; Catherine MCBRIDE-CHANG, Auteur ; Simpson W.L. WONG, Auteur ; Kevin K.H. CHUNG, Auteur ; Trevor B. PENNEY, Auteur ; Connie Suk-Han HO, Auteur Année de publication : 2009 Article en page(s) : p.726-733 Langues : Anglais (eng) Mots-clés : Dyslexia tone aspiration categorical-perception reading-disorder Chinese Index. décimale : PER Périodiques Résumé : Background: Previous research has shown a relationship between speech perception and dyslexia in alphabetic writing. In these studies speech perception was measured using phonemes, a prominent feature of alphabetic languages. Given the primary importance of lexical tone in Chinese language processing, we tested the extent to which lexical tone and aspiration, two fundamental dimensions of Cantonese speech not represented in writing, would distinguish dyslexic from non-dyslexic 8-year-old Chinese children. Tone and aspiration were tested in addition to other phonological processing skills across groups to determine the importance of different aspects of phonological sensitivity in relation to reading disability.
Methods: Dyslexic children and age-matched and reading-level controls were tested on their categorical perception of minimal pairs contrasting in tone and aspiration, phonological awareness, rapid digit naming, and Chinese reading abilities.
Results: While performing similarly to reading-level controls, dyslexic children perceived tone and aspiration contrasts less categorically and accurately than age-matched controls. They also performed more poorly than the age-matched controls on rapid digit naming and a measure of phonological awareness testing children's sensitivity to different grain size units.
Conclusions: Dyslexia in non-alphabetic Chinese correlates with the categorical organization and accuracy of Cantonese speech perception, along the tone and aspiration dimensions. This association with reading is mediated by its association with phonological awareness. Therefore, dyslexia is universally at least partly a function of basic speech and phonological processes independent of whether the speech dimensions in question are coded in writing.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.02001.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=756
in Journal of Child Psychology and Psychiatry > 50-6 (June 2009) . - p.726-733[article] Perception of tone and aspiration contrasts in Chinese children with dyslexia [Texte imprimé et/ou numérique] / Him CHEUNG, Auteur ; Catherine MCBRIDE-CHANG, Auteur ; Simpson W.L. WONG, Auteur ; Kevin K.H. CHUNG, Auteur ; Trevor B. PENNEY, Auteur ; Connie Suk-Han HO, Auteur . - 2009 . - p.726-733.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 50-6 (June 2009) . - p.726-733
Mots-clés : Dyslexia tone aspiration categorical-perception reading-disorder Chinese Index. décimale : PER Périodiques Résumé : Background: Previous research has shown a relationship between speech perception and dyslexia in alphabetic writing. In these studies speech perception was measured using phonemes, a prominent feature of alphabetic languages. Given the primary importance of lexical tone in Chinese language processing, we tested the extent to which lexical tone and aspiration, two fundamental dimensions of Cantonese speech not represented in writing, would distinguish dyslexic from non-dyslexic 8-year-old Chinese children. Tone and aspiration were tested in addition to other phonological processing skills across groups to determine the importance of different aspects of phonological sensitivity in relation to reading disability.
Methods: Dyslexic children and age-matched and reading-level controls were tested on their categorical perception of minimal pairs contrasting in tone and aspiration, phonological awareness, rapid digit naming, and Chinese reading abilities.
Results: While performing similarly to reading-level controls, dyslexic children perceived tone and aspiration contrasts less categorically and accurately than age-matched controls. They also performed more poorly than the age-matched controls on rapid digit naming and a measure of phonological awareness testing children's sensitivity to different grain size units.
Conclusions: Dyslexia in non-alphabetic Chinese correlates with the categorical organization and accuracy of Cantonese speech perception, along the tone and aspiration dimensions. This association with reading is mediated by its association with phonological awareness. Therefore, dyslexia is universally at least partly a function of basic speech and phonological processes independent of whether the speech dimensions in question are coded in writing.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.02001.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=756 The Use of Orthographic Analogies in Learning to Read Chinese / Connie Suk-Han HO in Journal of Child Psychology and Psychiatry, 40-3 (March 1999)
[article]
Titre : The Use of Orthographic Analogies in Learning to Read Chinese Type de document : Texte imprimé et/ou numérique Auteurs : Connie Suk-Han HO, Auteur ; Wai-Ling WONG, Auteur ; Wing-Sau CHAN, Auteur Année de publication : 1999 Article en page(s) : p.393-403 Langues : Anglais (eng) Mots-clés : School children reading normal development analogy Chinese Index. décimale : PER Périodiques Résumé : Two studies, comprising training in phonological analogy and semantic analogy with pre- and post-training assessments, were conducted to investigate whether young children made orthographic analogies in learning to read a nonalphabetic script, Chinese, as alphabetic readers do. Twenty Chinese first-graders and 20 third-graders participated in each of the studies. The results showed that not only the third-graders, but also the first-graders made phonological analogies by the phonetic (i.e. the orthographic component in a Chinese character that provides sound cues) and semantic analogies by the radical (i.e. the orthographic component that provides meaning cues). It was, therefore, suggested that the roles and functions of the phonetics and radicals could be taught explicitly in school from an early age to help improve children's reading skills. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=124
in Journal of Child Psychology and Psychiatry > 40-3 (March 1999) . - p.393-403[article] The Use of Orthographic Analogies in Learning to Read Chinese [Texte imprimé et/ou numérique] / Connie Suk-Han HO, Auteur ; Wai-Ling WONG, Auteur ; Wing-Sau CHAN, Auteur . - 1999 . - p.393-403.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 40-3 (March 1999) . - p.393-403
Mots-clés : School children reading normal development analogy Chinese Index. décimale : PER Périodiques Résumé : Two studies, comprising training in phonological analogy and semantic analogy with pre- and post-training assessments, were conducted to investigate whether young children made orthographic analogies in learning to read a nonalphabetic script, Chinese, as alphabetic readers do. Twenty Chinese first-graders and 20 third-graders participated in each of the studies. The results showed that not only the third-graders, but also the first-graders made phonological analogies by the phonetic (i.e. the orthographic component in a Chinese character that provides sound cues) and semantic analogies by the radical (i.e. the orthographic component that provides meaning cues). It was, therefore, suggested that the roles and functions of the phonetics and radicals could be taught explicitly in school from an early age to help improve children's reading skills. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=124