Prevalence, gender ratio and gender differences in reading-related cognitive abilities among Chinese children with dyslexia in Hong Kong

Prevalence, gender ratio and gender differences in reading-related cognitive abilities among Chinese children with dyslexia in Hong Kong

• Chan, David W. Chinese University of Hong Kong
• Ho, Connie Suk Han University of Hong Kong
• Tsang, Suk Man Education and Manpower Bureau, Hong Kong
• Lee, Suk Han Education and Manpower Bureau, Hong Kong
• Chung, Kevin K. H. University of Hong Kong

Educational Studies, 33(2), 249-265, 2007

Routledge

2007

• E Special Education
  • EG Inclusive Education
• A Human Growth & Development
  • AJ Sexual Difference, Bisexual Educational Difference, Sexism in Education

Foreign Countries Early Intervention Learning Problems Incidence Cognitive Ability Intelligence Quotient Gender Differences Dyslexia Tests Regression (Statistics) Children Reading Skills Writing Skills Hong Kong

• Hong Kong

• 1997.7 onwards

• Primary Education

Based on the data of the normative study of the Hong Kong test of specific learning difficulties in reading and writing, and the Test of visual-perceptual skills (non-motor) - Revised, 99 children aged between 6 and 10½ years were identified as children with dyslexia out of the normative sample of 690 children. By excluding 12 children known to score below average in IQ, 87 children, including 20 children not tested for IQ, could be regarded as children with dyslexia, yielding a prevalence rate of 12.6% and a boy:girl gender ratio of 1.6 to 1. The figures would become 9.7% and 2.0 to 1 if the 20 children were omitted from computation. However, gender imbalance could not be readily explained by gender differences in reading-related cognitive abilities, as there were only minor and subtle differences. Regression analyses to evaluate the relative contribution of different cognitive abilities to reading and writing suggested that orthographic knowledge and naming speed were most important among children with dyslexia. Implications of the findings and the need for early intervention are discussed.
[Copyright of Educational Studies is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03055690601068535]

• English

Journal Articles

• 03055698

• 10.1080/03055690601068535

https://bibliography.lib.eduhk.hk/bibs/e852038d

2010-09-27