This study examined the cognitive-linguistic and literacy-related correlates of dyslexia in three Chinese cities and the English word reading and mathematics performances of Chinese children with dyslexia. Chinese children with/without dyslexia were measured with an equivalent test battery of literacy and mathematics in Beijing, Hong Kong, and Taipei. Univariate analysis results suggested that phonological sensitivity distinguished those with and without dyslexia across all three cities in group comparisons. In Taipei and Hong Kong, morphological awareness, delayed copying, and spelling also distinguished the groups. Logistic regression analyses demonstrated that Chinese character reading, as directly compared to Chinese word reading, also distinguished the groups particularly well. In addition, in Beijing and Hong Kong, children with dyslexia performed significantly less well in English word reading than those without dyslexia. In Hong Kong and Taipei, children with dyslexia also had difficulties in mathematics performance. Findings highlight the fundamental importance of some cognitive-linguistic skills for explaining Chinese dyslexia across cultures, the utility of recognizing the individual Chinese character as a foundational unit of analysis in Chinese across cultures, and the generalizability of the comorbidity of both English as a second language (L2) and mathematics with dyslexia in Chinese children in both Beijing and Hong Kong. Copyright ©2024 Springer.

The way in which different cities teach children to read in Chinese may have an impact on the skills they later utilize to acquire English word reading skills. This study examined the relative contributions of several cognitive–linguistic measures to English word reading for Chinese students learning English as a second language in two Chinese cities, one whose school system teaches Pinyin (Beijing) and one whose school system does not teach Pinyin (Hong Kong). Students in grades 2–3 completed measures on Chinese morphological awareness (MA), Chinese phonological awareness (PA), Pinyin writing, and English word reading. In the Beijing group, it was found that PA (β = 0.334, p < 0.01) and Pinyin (β = 0.257,p < 0.05) were significant predictors of English word reading. In contrast, in the Hong Kong group, only MA (β = 0.263, p < 0.05) was found to be a significant predictor of English word reading. The difference in predictors could be due to the availability of a phonological tool (Pinyin) for the Beijing students when learning Chinese, while the Hong Kong group may have relied more heavily on learning using MA and rote memory techniques. Overall, the results from this study provide data supporting the benefits of having a phonological tool like Pinyin for Chinese children when learning to read in English. Copyright ©2024 MDPI.

In this study, we investigated the direct and indirect associations of different cognitive–linguistic skills and Chinese reading comprehension in Hong Kong kindergarteners. We assessed 179 children's nonverbal IQ, cognitive–linguistic skills, word reading, listening comprehension, and reading comprehension. Results showed significant correlations between all variables and reading comprehension. Further path analysis results indicated that rapid automatized naming, orthographic knowledge, and morphological awareness contributed to reading comprehension via word reading. Nonverbal IQ and vocabulary knowledge were associated with reading comprehension through listening comprehension. Beyond that, nonverbal IQ and morphological awareness still contributed directly to reading comprehension. Overall, our findings elucidated the importance of nonverbal IQ and cognitive–linguistic skills within the framework of the simple view of reading in Chinese and highlighted the unique roles of nonverbal IQ and meaning-related skills in Chinese reading comprehension, which contributed to understanding the simple view of reading in Chinese. Copyright © 2022 Language Learning Research Club, University of Michigan.