Journal
JOURNAL OF EDUCATIONAL PSYCHOLOGY
Volume 98, Issue 1, Pages 122-133Publisher
AMER PSYCHOLOGICAL ASSOC
DOI: 10.1037/0022-0663.98.1.122
Keywords
phonological awareness; visual skills; spelling; reading
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Tasks representing 9 cognitive constructs of potential importance to understanding Chinese reading development and impairment were administered to 75 children with dyslexia and 77 age-matched children without reading difficulties in 5th and 6th grade. Logistic regression analyses revealed that dyslexic readers were best distinguished from age-matched controls with tasks of morphological awareness, speeded number naming, and vocabulary skill; performance on tasks of visual skills or phonological awareness failed to distinguish the groups. Path analyses further revealed that a construct of morphological awareness was the strongest consistent predictor of a variety of literacy-related skills across both groups. Findings suggest that morphological awareness may be a core theoretical construct necessary for explaining variability in reading Chinese.
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