Development of a Chinese adult dyslexia screening checklist

Poster Presentation / Interactive pape

Reading-related behavioral characteristics as predictor of reading difficulties of Chinese adults: The use of adult behavior checklist for reading and writing in Hong Kong

Interactive PaperThe present study examined the behavioral characteristics that would predict the reading level of Chinese adults. A confirmatory factor analysis based on the ratings of 3798 adults confirmed the proposed twenty-two reading-related behavioral characteristics of six dimensions (reading, writing, organization, memory, arithmetic and oral language). In a separate sample of 234 adults who did the reading and writing assessment, regression analysis showed that mean scores of the behavioral characteristics significantly predicted the literacy skill of the participants after controlling for age, education level and intelligence. Each item score and the mean score of the behavioral checklist were also able to differentiate adults with reading difficulties from those with average reading-level. Results indicated a sensitivity and a specificity of 75.7% and 75.6% respectively, at a cutoff score of 2.4 out of the total score of 5

Development of a screening tool for early identification of Chinese preschool children at risk for reading difficulties

The Book of Abstract can be viewed at: http://www.bcbl.eu/events/files/galeria/book_abstracts_iwordd.pdfPoster Session 1The present study aimed at identifying some preschool predictors of reading difficulties in Chinese and developing a preschool screening tool for use by teachers to identify Chinese children at risk for reading difficulties. 343 Chinese children were recruited from 19 representative kindergartens in Hong Kong and they were followed from Kindergarten second year (K2) to Grade 1. They were tested on Chinese word reading, English letter naming, rapid digit naming, and two orthographic skills at K2 and K3. In order to examine the predictive power of these preschool skills for later dyslexia status, 98 children were administered a standardized Chinese dyslexia test at Grade 1. To ensure that more children with reading difficulties could be screened out in the sample, the first graders with low preschool word reading score were over-sampled for dyslexia assessment. Based on the results of the dyslexia test, 52 of the first graders were classified as normal readers and 46 were dyslexic or poor readers. It was found that the two groups differed significantly in all the preschool measures. Results of logistic regression showed that age, IQ, and Chinese word reading at K2 were significant predictors of the dyslexia/poor reading status in Grade 1 with an overall correct classification rate of 87%, while age, IQ, Chinese word reading, rapid digit naming, and lexical decision were significant K3 predictors with an overall correct classification rate of 89%. These findings suggest that Chinese dyslexic children already have difficulty in learning to learn at preschool stage and they show early difficulties in rapid naming and orthographic skills. A screening test was developed for quick identification of at-risk Chinese preschool children based on these findings

Feasibility and effects of virtual reality motor-cognitive training in community-dwelling older people with cognitive frailty : pilot randomized controlled trial

202202 bcvcVersion of RecordOthersThe authors wish to thank Ms Claire Chan and Ms Abigail Kam for their assistance with the intervention implementation. This study would not have been possible without the support of the Innovation and Technology Fund for Better Living (application number ITB/FBL/4015/19/P); School of Nursing, The Hong Kong Polytechnic University for providing financial support; and Pok Oi Hospital for providing logistic and administrative support.Publishe