Mar 22 @ CEHD Character Learning Deficit in Chinese Dyslexic Children

Dr. Qiong Dong
Character Learning Deficit in Chinese Dyslexic Children

March 22, 2018
Burton Hall, Room 227


Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities (Lyon et al., 2003). The vast of researches have demonstrated that dyslexia may show a difference face in different language (Miles, 2000; Peterson & Pennington, 2015).

Previous research suggests that Chinese dyslexic children have difficulties in orthography-pronunciation associate learning like their alphabetic counterparts (Li et al., 2009). Whether Chinese dyslexic children have difficulties in orthography-meaning associate learning is less understood. Given the unique features of Chinese writing system (Shu, 2003), the present study aimed to examine whether Chinese developmental dyslexia can use radical strategies in orthography-pronunciation associate learning and orthography-meaning associate learning of Chinese characters. The results show that even the dyslexic children have the deficits in the arbitrary visual-verbal paired-associate learning, but they can use the radical strategy for learning. These findings emphasize the importance of explicit teaching of radical knowledge for Chinese dyslexic children.

Dr. Qiong Dong is an assistant professor in Department of Philosophy, Anhui University, Hefei, China. She has a PhD in Psychology from Beijing Normal University in China. Her main interest is in the area of language and literacy development in normal samples and dyslexic children, especially in how children develop morphological awareness, vocabulary and reading ability. Now she is working with Professor Melissa Koenig in the Early Language and Learning Lab of the Institute of Child Development.

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