Abstract：
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.
摘要：
这项研究调查了三个中国城市阅读障碍的认知语言和识字相关关系，以及中国阅读障碍儿童的英语单词阅读和数学表现。在北京，对有/没有阅读障碍的中国儿童进行了同等的识字和数学测试，香港,和台北。单变量分析结果表明，在小组比较中，语音敏感性区分了所有三个城市中有无阅读障碍的人。在台北和香港，形态学意识，延迟复制,和拼写也区分了这些群体。Logistic回归分析表明，汉字阅读，直接与中文单词阅读相比，这些群体的区别也特别好。此外,在北京和香港，有阅读障碍的儿童在英语单词阅读方面的表现明显不如没有阅读障碍的儿童。在香港和台北，患有阅读障碍的儿童在数学表现上也有困难。研究结果强调了一些认知语言技能对于解释跨文化汉语阅读障碍的根本重要性，承认单个汉字作为跨文化汉语分析的基础单位的效用，在北京和香港的中国儿童中，英语作为第二语言（L2）和数学与阅读障碍的共病的普遍性。
