Screening for Chinese children with dyslexia in Hong Kong: The use of the teachers' behaviour checklist

Primary school teachers rated the frequency of occurrence of 65 reading-related behavioural characteristics in a sample of 251 Grade 1 to Grade 6 Chinese school children in Hong Kong. These behavioural characteristics were in the areas of general performance, reading, dictation, writing, mathematics, language, memory, concentration, sequential ability, motor co-ordination, spatial orientation, and social/emotional adjustment. Of these 12 areas, 10 yielded scale scores that could distinguish children with dyslexia from those without dyslexia, identified on the basis of their performance in five domains of literacy and cognitive skills. Using a summary score derived from the 10 relevant scales, an optimal cut-off score was suggested to arrive at a balance between high sensitivity and an acceptable rate of false positives in screening for children with dyslexia. The need for cross-replication in screening children with dyslexia using the behaviour checklist with different samples of school students is emphasised.published_or_final_versio

Estimating incidence of developmental dyslexia in Hong Kong: What differences do different criteria make?

Based on the data of a school-referred sample of Cantonese-speaking Chinese children who met the Hong Kong criterion of dyslexia, we estimated for developmental dyslexia of Chinese children aged between 6 and 10½ in Hong Kong an incidence rate of 0.66% and a gender ratio of 3.29 boys to 1 girl over a four-year period. We also explored the differences in estimates based on this Hong Kong criterion that emphasizes cognitive markers with more conventional discrepancy-based criteria. In view of the possible biases in self-selection and underreporting in the data of the school-referred sample, we compared the figures with those derived from the sample of the normative study of the Hong Kong Test of Specific Learning Difficulties in Reading and Writing, which yielded an estimate of 9.7% in prevalence rate and boy-girl gender ratio of 2 to 1 over a one-year period. The differences in estimates based on the two samples and implications of the findings are discussed in light of the limitations of the study.postprin

Different cis-regulatory DNA elements mediate developmental stage- and tissue-specific expression of the human COL2A1 gene in transgenic mice

Expression of the type II collagen gene (human COL2A1, mouse Col2a1) heralds the differentiation of chondrocytes. It is also expressed in progenitor cells of some nonchondrogenic tissues during embryogenesis. DNA sequences in the 5' flanking region and intron 1 are known to control tissue- specific expression in vitro, but the regulation of COL2A1 expression in vivo is not clearly understood. We have tested the regulatory activity of DNA sequences from COL2A1 on the expression of a lacZ reporter gene in transgenic mice. We have found that type II collagen characteristic expression of the transgene requires the enhancer activity of a 309-bp fragment (+2,388 to +2,696) in intron 1 in conjunction with 6.1-kb 5' sequences. Different regulatory elements were found in the 1.6-kb region (+701 to +2,387) of intron 1 which only needs 90-bp 5' sequences for tissue-specific expression in different components of the developing cartilaginous skeleton. Distinct positive and negative regulatory elements act together to control tissue- specific transgene expression in the developing midbrain neuroepithelium. Positive elements affecting expression in the midbrain were found in the region from -90 to -1,500 and from +701 to +2,387, whereas negatively acting elements were detected in the regions from -1,500 to -6,100 and +2,388 to +2,855.published_or_final_versio

Word learning deficit among Chinese dyslexic children

The present study examined word learning difficulties in Chinese dyslexic children, readers of a nonalphabetic script. A total of 105 Hong Kong Chinese children were recruited and divided into three groups: Dyslexic (mean age 8;8), CA control (mean age 8;9), and RL control (mean age 6;11). They were given a word learning task and a familiar word writing task. It was found that the Dyslexic group performed less well than the RL group in learning irregular words over trials but not the regular ones. Error analyses showed that the Dyslexic group made more orthographic and word association errors but less intra-wordlist interference errors than the RL control group. The Dyslexic group also performed significantly less well than both control groups in writing familiar words (e.g. their own name). These findings suggest that Chinese dyslexic children have difficulty learning new words, especially irregular ones, and retaining overlearned words in long-term memory. We conclude that Chinese dyslexic children have a specific impairment in word learning like their alphabetic counterparts. © 2006 Cambridge University Press.published_or_final_versio

Behavioral characteristics of chinese adolescents with dyslexia: The use of teachers' behavior checklist in Hong Kong

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Longitudinal predictors of Chinese word reading and spelling among elementary grade students.

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Reading and spelling Chinese among beginning readers: What skills make a difference?

The contributions of six important reading-related skills (phonological awareness, rapid naming, orthographic skills, morphological awareness, listening comprehension, and syntactic skills) to Chinese word and text reading were examined among 290 Chinese first graders in Hong Kong. Rapid naming, but not phonological awareness, was a significant predictor of Chinese word reading and writing to dictation (i.e., spelling) in the context of orthographic skills and morphological awareness. Commonality analyses suggested that orthographic skills and morphological awareness each contributed significant amount of unique variance to Chinese word reading and spelling. Syntactic skills accounted for significant amount of unique variance in reading comprehension at both sentence and passage levels after controlling for the effects of word reading and the other skills, but listening comprehension did not. A model on the interrelationships among the reading-related skills and Chinese reading at both word and text levels was proposed. © 2011 Society for the Scientific Study of Reading.postprin

Reading and spelling Chinese among beginning readers: What skills make a difference?

The contributions of six important reading-related skills (phonological awareness, rapid naming, orthographic skills, morphological awareness, listening comprehension, and syntactic skills) to Chinese word and text reading were examined among 290 Chinese first graders in Hong Kong. Rapid naming, but not phonological awareness, was a significant predictor of Chinese word reading and writing to dictation (i.e., spelling) in the context of orthographic skills and morphological awareness. Commonality analyses suggested that orthographic skills and morphological awareness each contributed significant amount of unique variance to Chinese word reading and spelling. Syntactic skills accounted for significant amount of unique variance in reading comprehension at both sentence and passage levels after controlling for the effects of word reading and the other skills, but listening comprehension did not. A model on the interrelationships among the reading-related skills and Chinese reading at both word and text levels was proposed. © 2011 Society for the Scientific Study of Reading.postprin

The core components of reading instruction in Chinese

The present study aimed at identifying core components of reading instruction in Chinese within the framework of the tiered intervention model. A curriculum with four teaching components of cognitive-linguistic skills was implemented in a Program school for 3 years since Grade 1. The findings showed that the Tier 1 intervention was effective in enhancing the literacy and cognitive-linguistic skills of children in the Program school. The positive effects were maintained at the end of Grade 2. Progress in both word-level and text-level cognitive-linguistic skills predicted significantly progress in reading comprehension. Based on the present findings, the four core reading components in Chinese were proposed-oral language, morphological awareness, orthographic skills, and syntactic skills. Comparing the Big Five in English and the four core components in Chinese reflects different cognitive demands for reading diverse orthographies. © 2011 Springer Science+Business Media B.V.postprin

The pursuit of bright smile : tooth whitening among Hong Kong young adults

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