Copying skills in relation to word reading and writing in Chinese children with and without dyslexia

► Chinese children with dyslexia appear to have difficulty in tasks of copying unfamiliar scripts. ► Copying skill was moderately correlated with Chinese word reading and dictation. ► Copying tasks uniquely explained both Chinese word recognition and dictation. ► Copying skill itself is useful for u...

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Bibliographic Details
Published in:Journal of experimental child psychology 2011-11, Vol.110 (3), p.422-433
Main Authors: McBride-Chang, Catherine, Chung, Kevin K.H., Tong, Xiuhong
Format: Article
Language:English
Subjects:
Asian Continental Ancestry Group - psychology
Asian people
Biological and medical sciences
Calligraphy
Case-Control Studies
Child
Child clinical studies
Child development
Child Language
Child psychology
China
Chinese
Cognition & reasoning
Correlation
Developmental psychology
Dictation
Disorders of higher nervous function. Focal brain diseases. Central vestibular syndrome and deafness. Brain stem syndromes
Dyslexia
Dyslexia - psychology
Educational Attainment
Effect Size
Elementary Education
Female
Form Perception
Fundamental and applied biological sciences. Psychology
Grade 3
Grade 4
Humans
Intelligence Quotient
Korean
Language and communication disorders
Learning
Literacy
Male
Medical sciences
Morphological awareness
Mothers
Motor Skills
Nervous system (semeiology, syndromes)
Neurology
Neuropsychological Tests
Orthographic processing
Parent Background
Pattern Recognition, Visual
Personality
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Psychopathology. Psychiatry
Rapid automatized naming
Reading
Reading Instruction
Semitic Languages
Sight Method
Verbal Communication
Vietnamese
Visual skills
Word Recognition
Writing
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Summary:► Chinese children with dyslexia appear to have difficulty in tasks of copying unfamiliar scripts. ► Copying skill was moderately correlated with Chinese word reading and dictation. ► Copying tasks uniquely explained both Chinese word recognition and dictation. ► Copying skill itself is useful for understanding Chinese literacy development. Because Chinese character learning typically relies heavily on rote character copying, we tested independent copying skill in third- and fourth-grade Chinese children with and without dyslexia. In total, 21 Chinese third and fourth graders with dyslexia and 33 without dyslexia (matched on age, nonverbal IQ, and mother’s education level) were given tasks of copying unfamiliar print in Vietnamese, Korean, and Hebrew as well as tests of word reading and writing, morphological awareness, rapid automatized naming (RAN), and orthographic processing. All three copying tasks distinguished dyslexic children from nondyslexic children with moderate effect sizes (.67–.80). Zero-order correlations of the three copying tasks with dictation and reading ranged from .37 to .58. With age, Raven’s, group status, RAN, morphological awareness, and orthographic measures statistically controlled, the copying tasks uniquely explained 6% and 3% variance in word reading and dictation, respectively. Results suggest that copying skill itself may be useful in understanding the development and impairment of literacy skills in Chinese.
ISSN:0022-0965
1096-0457
DOI:10.1016/j.jecp.2011.04.014