the follow-up to the i wdf psycholinguistic research in ...€¦ · chinese developmental dyslexic...
TRANSCRIPT
1
II World Dyslexia Forum 17-20th August 2014 – Belo Horizonte – Brazil
The Follow-up to the I WDF
Psycholinguistic Research in Chinese Developmental Dyslexia
Dr. Alice Cheng-Lai
Manulife Centre for Children with Specific Learning Disabilities
The Hong Kong Polytechnic University 19th Aug, 2014
Abstract
As followed-up from the I WDF, we have proposed morphological difficulties as the core deficit in Chinese developmental dyslexia.
Research Questions In the II WDF
1. If there is developmental dyslexia in Chinese, what is the
proportion in mainland China and Hong Kong?
2. Do they share common characteristics of Chinese dyslexia between different dialects i.e. Cantonese in Hong Kong or Putonghua in Beijing? How Multiple-deficit hypothesis of Chinese dyslexia exists within dialects?
3. What are the main causes for Chinese developmental dyslexia? Linguistic level factors: such as lexical representation,
phonology, morphology, semantics? Non-linguistic level factors: such as visual, auditory perception,
processing speed? 4. What are the core components of reading instructions for
Chinese children with dyslexia?
4
Reading and Writing Difficulties of Poor Readers: Rated by Parents and Teachers
(Shu & Meng, 2011)
1. He often forgets how to write a learnt character.
2. He usually reads character by character during reading.
3. He is often confused by the meaning of a homophone.
4. He often mistakenly writes a character visual similar with the target.
5. It is difficult for him to write characters based on Pinyin.
6. He often can not pronounce a character he had learned.
7. His performance in dictation task is poor.
8. He is often confused by the meaning of a visual similar character.
9. It is hard for him to understand the meaning of a character in a word.
10. It is hard for him to understand the meaning of a word in a sentence.
----------------------------------------------------------------------------------------------------
The main difficulties for poor readers are in character and word level.
5
Chinese developmental Dyslexic Children in Beijing (Zhang, Zhang, et. al., 2011)
Subjects:
• 967 fifth-grade students
Tests:
• Raven Standard Progressive Matrices
• Reading achievement test (including vocabulary and comprehension)
Results:
• There are about 4.55% – 7.96% of Chinese dyslexic children
• They have difficulties in both vocabulary and comprehension
6
Chinese developmental dyslexic children in Hong Kong (Chan, Ho, Tsang, Lee & Chung, 2007)
Subjects:
690 children (P1 to P5 students)
Tests:
12 sub-tests of HKT-SpLD (4 Domains: Literacy, Naming speed, Phonological skills and Orthographic knowledge)
4 visual tests from Gardner’s (1996) TVPSNM
Results:
99 children were identified as children with dyslexia out of the normative sample of 690 children. About 14.3%, boy and girl gender ratio of 1.6 to 1
Table3. Differences in scores on reading-related behavioural characteristics for children with and without dyslexia (n=250)
Scales of reading-related
behavioural characteristics Dyslexia
Noncase (n=102) Case (n=148)
M SD M SD F(1,242) η2
General performance 2.56 0.98 3.18 1.06 9.60* 0.04
Reading 2.67 1.02 3.97 0.79 59.42* 0.2
Dictation 2.57 1.16 3.95 0.85 60.20* 0.2
Writing 2.92 1.03 4.29 0.81 55.45* 0.19
Mathematics 1.82 0.99 3.1 1.08 44.03* 0.15
Language 2.54 1.06 3.39 0.99 30.13* 0.11
Memory 2.42 1.03 3.16 0.91 24.49* 0.09
Concentration 3.04 1.16 4.08 0.87 38.42* 0.14
Sequential ability 2.11 0.88 2.94 1.03 23.71* 0.09
Motor co-ordination 2.16 0.87 2.61 0.95 7.16 0.03
Spatial orientation 1.68 0.98 2.22 1.26 11.11* 0.04
Social/emotional adjustment 2.29 1.08 2.93 1 7.82 0.03
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_________________________
__________ __________
Note. Case-noncase classification is based on the criteria using scores of the Hong Kong Test of Specific Learning
Difficulties in Readingand Writing (Ho et al., 2000b). F-test are follow-up analyses of variance tests after the overall test in
multivariate analysis of variance, and are evaluated at .05/12 or .004 level of significance.
*p < .001.
Hong Kong & Beijing
Characteristics of Chinese Speaking Children
in Hong Kong and Beijing
Cantonese speaking (Hong Kong) Putonghua speaking (Beijing)
Lexical tone Phonological processing skills
9 Tones Phonetic system – Canton pinyin
(Neglected)
4 Tones Phonetic system - Pinyin
Different oral form & written form
Similar/Same oral form & written form
Multiple Cognitive Deficits ?
Cognitive Profile of Dyslexic Children in Beijing
(Shu et al.,2006)
Based on HKT-SpLD and TVPS-R
(Ho et al., 2004)
• Both Mainland and Hong Kong Chinese children with dyslexia tend to possess multiple cognitive deficits (Ho et al., 2002, 2004 ; Shu et al., 2006).
Cognitive Deficits
Rapid naming (57.1%)
Orthographic (42.0%)
Phonological (29.3%)
Visual (27.1%)
Cognitive Profile of Dyslexic Children in Hong Kong
Multiple-deficits in Chinese Dyslexia
• Hong Kong Cantonese speaking dyslexic children have major deficits in
rapid naming, orthographic awareness followed by phonological
awareness and visual ability (Ho et al., 2002, 2004).
• Beijing Putonghua speaking dyslexic children have difficulties in
morphological awareness, phonological awareness and rapid naming.
Their vocabularies score are low as well. (Shu et al, 2006).
Phonological awareness and rapid naming are shared deficits in both
group of children with two different dialects.
However, the Cantonese speaking group was not tested on their
morphological ability.
Causes - Linguistic level
Orthographic Awareness
Orthographic awareness is another core element in Chinese Word Reading
The orthographic awareness test of HKT-P(II), developed by Ho et al. (2007) was used to assess children’s overall orthographic awareness.
The tests contains three subtests:
Left/Right Reversal, Lexical Decision and Radical Position.
Orthographic Awareness
Left-Right Reversal
Orthographic Awareness
Lexical Decision
Orthographic Awareness
Radical Position
Orthographic Awareness
Well-formed structure:
Phonetic and semantic radicals are real, and are in the correct position
Ill-formed components:
Phonetic and semantic radicals are in the common position, but the phonetic is not a real component
Ill-formed structure:
Phonetic and semantic radicals are real, but semantic radicals are in the impossible position
21
Orthographic Awareness
Correct identification on Pseudo-characters
Grade One Two Four Six
-----------------------------------------------------------------------------
Well-formed structure .47 .50 .48 .46
ill-formed component .48 .52 .76 .84
Ill-formed structure .90 .96 .98 .99
-----------------------------------------------------------------------------
About similar ability in identifying well-formed structure pseudo-characters
Equally well in identifying ill-formed structured pseudo-characters
Grade 1 perform much worse than grade 6 in identifying ill-formed components psedudo-characters
(Shu & Anderson, 1999)
22
Orthographic knowledge in writing
Writing errors of poor readers : ------------------------------------------------------------------------ N % ------------------------------------------------------------------------ The number of errors: 315 Component errors 211 67 Stroke related errors: 47 15 Character level errors: 25 8 -------------------------------------------------------------------------
Chinese Characters
Semantic radical Meaning Phonetic radical
Chinese Characters
• Radicals are subcomponents of characters. They follow positional constraints and they have meaning-cueing and pronunciation-cueing functions.
• Radical awareness, the knowledge about the positional and functional regularities of radicals, has been found closely related to Chinese word reading and writing.
Chinese Characters
• Recent studies have indicated that Chinese readers decompose phonetic-semantic compound characters into radicals and retrieve information about pronunciation and meaning of that character.
• To accurately retrieve the pronunciation of a character, readers need to identify the semantic and phonetic radicals from the Chinese characters.
26
Semantic radical awareness
(Shu & Anderson, 1997) High Average Low
------------------------------------------------------------------------------
Semantic transparent &
radical familiar .62 .52 .40
Semantic transparent &
radical unfamiliar .40 .34 .32
Semantic opaque .31 .30 .34
------------------------------------------------------------------------------
Example of first category: tiao( ) 望 (look into the distance from a high place)
Character: 跳 (jump) 眺(look) 挑(pick) 佻
Meaning of Semantic radical: foot eye hand person
Chinese Characters
• Regular compounded characters have pronunciation the same as their phonetic radicals.
• Irregular compounded characters have different pronunciation as phonetic radicals.
28
Phonetic awareness (Shu & Wu, 2013)
• Regular: 清/qing/ - 青/qing/ Others: 技/ji/ - 支/zhi/, 沈/shen/
Implications
• Confirming the universal aspects of reading acquisition in alphabetic languages and in Chinese.
• The specific aspects of reading acquisition in Chinese are related with the characteristics of Chinese language and orthography. Orthographic and morphological awareness are important in understanding Chinese reading development and dyslexia.
• Chinese children with dyslexia are slow and inaccurate in recognizing Chinese characters/words
• Adequate phonological and orthographical knowledge, especially in early age, is necessary to have good reading and writing performance in Chinese language.
• Most Chinese children with dyslexia have multiple cognitive deficits.
• The effective predictors of dyslexia in Chinese include 1. phonological 2. orthographic & 3. morphological awareness.
Implications
Causes – Non-linguistic level
32
Visual and Auditory
Recent years, as increasing cognitive neuroscience research was reported, a new point of view which proposed dyslexia may be highly related with human basic perception processing attracts more research attention.
It is believed that hearing and visual deficits may be the primary causes of dyslexia. That is, dyslexia may be explained better by the damage or deficits at more basic cognitive processing levels than the deficit at a linguistic level.
33
Visual Perceptual Skills and Reading Abilities (Meng, A Cheng-Lai ; Zhou, et.al., 2011)
Subjects:
Fifth-grade students
Tests:
Coherent motion detection threshold:
Dynamic motion detection threshold
Static motion detection threshold
Orthographic similarity judgment
Phonological awareness
Vocabulary (character)
Reading fluency
34
Pass analysis
35
The distribution of poor readers’ performance in dynamic motion detection and phonological awareness tasks
-------------------------------------------------------------------------------- Dynamic motion detection Phonological awareness N Percentage
--------------------------------------------------------------------------------
- - 6 40%
+ - 5 33%
- + 2 13%
+ + 2 13%
---------------------------------------------------------------------------------
Total: 15
Visual Perceptual Learning Deficit in Chinese Dyslexia (Wang et al., 2014)
Subjects:
• Fourth-grade students ( N =38 )
• 19 with dyslexia and 19 typical readers
Pre-tests:
• The Standardized Chinese Character Recognition Test
• The Reading Fluency Test
• Raven’s Standard Progressive Matrices
Task:
Discriminating between different written forms (T or L) and the orientation of target texture (“/ “ or “ \”) and establishing connections with phonology and semantics.
Experimental Stimuli
The Visual Perceptual Learning Curves for Dyslexics and Controls
The Visual Perceptual Learning Curves for Dyslexics and Controls with Adaptive Initial
SOAs SOAs: (Stimulus-to-mask Onset Asynchrony)
40
Auditory Perceptual Skills and Reading Abilities (Sai & Zhou, 2001)
Subjects:
• Fifth-grade students
Tests:
• Auditory perception: – tone temporal order judgment
– tone frequency discrimination
– tone interval discrimination
– oddball judgment
• Phonological awareness
• Vocabulary (character)
• Reading fluency
• Word naming
41
Multiple Regression
Dependent variable Predictor R2 R2 change
----------------------------------------------------------------------------------------------
Reading fluency Phonological awareness 0.073 0.073**
Tone temporal order judgment 0.132 0.059*
Tone frequency discrimination 0.137 0.005
Tone interval discrimination 0.155 0.018
Oddball judgment 0.158 0.003
-----------------------------------------------------------------------------------------------
Reading Instructions
Teaching Chinese Orthographic Knowledge
Morphological constituents (分:divide)
貧 poor (貝:money) “Meaning dividing the money, one has less of it and is that much poorer ”
Morphological constituents
貪 (今:love of)
greedy (貝:money) “Meaning: love money ,greedy”
1. Morpheme Completion Construct
Writing bujian(component) : The children were shown a picture on paper and a two-character word with missing component in one of the constituent characters.
eg:
Writing dictated words: Listened to the teacher dictating six two-character words
and were asked to write down accurately and rapidly the total of 12 characters in the six items.
eg:
Writing dictated sentences: The teacher dictated each sentence including the articulation of punctuation marks, and the children wrote each sentence after listening to the dictated sentence.
eg:
Bujian(Component) production: On a sheet with a 3 × 3 matrix, the
children were shown three very frequently used components and were asked to write in each of the nine slots a character embedding the stimulus components.
eg:
1. Morpheme Completion Construct
• Bujian (Component) completion: The children were shown cards with five character components. They were asked to use the newly acquired knowledge to write freely single characters from five components based on the same logic for either left/right or top/bottom combinations of components.
eg:
2. Bujian (Component) Analysis and Synthesis Construct
Bujian (Component) search: the children were asked to search the four characters in each item to locate the common or invariant component, either left/right or top/bottom, and to write down the correct answer.
eg:
2. Bujian (Component) Analysis and Synthesis Construct
3. Bujian(Component) Compounding Construct
Bujian (Component) segmentation: The children were asked to either add the missing component to the missing part of a character or to subtract the component from the whole character to form the target partial component.
eg:
Bujian (Component) integration: Similar to component composing but using a free composing format, the children were shown on a Performa a 5 × 4 matrix with 20 high-frequency components which were also morphemes (except for two items). In 10 min, they were asked to write down freely as many characters as they could using any of the given components supplied in the matrix.
eg:
3. Bujian(Component) Compounding Construct
• Results: Chinese character components sensitivity hypothesis help Chinese children at risk for spelling disorders.
Table1 Means and standard deviation of eight indicator tasks for 37 controls and 61INA experimental
groups of grade2 Chinese students.
Control traditional approach(TRA), INA integrated analytic and synthetic approach.
Factor Loading: Morpheme Completion , Bujian Analysis & Synthesis, and Bujian Compounding
(Ho, Wong, Yeung, Chan, Chung, Lo, and Luan, 2011)
Core Components for Reading Instruction in Chinese
Oral Language Skill Syntactic Skills
Universal fundamental for any language
• Coorelates with text-level processing in Chinese • Large discrepancy in vocabulary use and word order between spoken and written Chinese
Eg. Oral vocabulary Eg. Sensitivity to word order; Connective usage Simple word classes(N, V, and Adj) Phrases(adj+ n, and adj+ v) Simple sentence structure ( S-V-O) Use of common connectives (Because, but, therefore, although).
Morphological Awareness Orthographic Skills
Especially important for Chinese Especially important for Chinese
Eg. Word compounding Morpheme Homophones Homographs
Eg. Complicated orthographic rules Structure Functions Positions Regular semantic & phonetic radicals
Core Components for Reading Instruction in Chinese
(Ho et al., 2011)
Summary
1. Brief Prevalence
4.55% – 7.96% in Beijing
14.3% in Hong Kong (B 1.6 : 1 G)
2. Cognitive deficits of Chinese dyslexia of different dialects
Cantonese speaking
rapid naming, orthographic awareness followed by phonological awareness and visual ability
Putonghua speaking
morphological awareness, phonological awareness and rapid naming. Their vocabularies score are low as well.
3. Causes
Linguistic level
Orthographic and morphological awareness
Non-linguistic level
Visual/auditory perceptual ability
4. Intervention/ teaching instruction in Reading Chinese
Oral language
Syntactic skills
Orthographic skills
Morphological awareness
Summary
56
Thank You!
Dr. Alice Cheng Lai
Manulife Centre for Children with Specific Learning Disabilities The PolyU-Peking University Joint Center for Child Development and learning
www.mccsld.org
The Hong Kong Polytechnic University