Early difficulties of Chinese preschoolers at familial risk for dyslexia: deficits in oral language, phonological processing skills, and print-related skills

Connie Suk‐Han Ho · Man‐Tak Leung · Him Cheung

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Reading and Literacy Development Language Development and Disorders Developmental and Educational Neuropsychology

Abstract

The present study examined some early performance difficulties of Chinese preschoolers at familial risk for dyslexia. Seventy-six high-risk (40 good and 36 poor readers) and 25 low-risk Chinese children were tested on oral language, reading-related cognitive skills (e.g. phonological processing skills, rapid naming, and morphological awareness), and Chinese word reading and spelling over a 3-year period. The parents were also given a behaviour checklist for identifying child at-risk behaviours. Results showed that the High Risk (Poor Reading) group performed significantly worse than the Low Risk and the High Risk (Good Reading) group on most of the measures and domains. More children in the High Risk (Poor Reading) group displayed at-risk behaviours than in the other two groups. These results suggest that Chinese at-risk children with early difficulties in reading and spelling do show a wide range of language-, phonology-, and print-related deficits, similar to their alphabetic counterparts. An understanding of these early difficulties may help prevent dyslexia from developing in at-risk children.

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References

2004Specific reading disability (dyslexia): what have we learned in the past four decades?1976Rapid ‘automatized’ naming (R.A.N.): Dyslexia differentiated from other learning disabilities 1990Very Early Language Deficits in Dyslexic Children 1978Difficulties in auditory organisation as a possible cause of reading backwardness 1999Preventing reading failure in young children with phonological processing disabilities: Group and individual responses to instruction.2004Morphological awareness: Just “more phonological”? The roles of morphological and phonological awareness in reading development 2004Beyond phonological skills: broader language skills contribute to the development of reading 1994The role of home literacy environment in the development of language ability in preschool children from low-income families

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2021Phonological Awareness as the Foundation of Reading Acquisition in Students Reading in Transparent Orthography 2014Development of reading-related skills in Chinese and English among Hong Kong Chinese children with and without dyslexia 2010Early Oral Language Markers of Poor Reading Performance in Hong Kong Chinese Children 2014Preschool predictors of dyslexia status in Chinese first graders with high or low familial risk

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