Cognitive-linguistic profiles of English and Chinese language among Chinese adolescents with dyslexia: A cluster analysis study

Cognitive-linguistic profiles of English and Chinese language among Chinese adolescents with dyslexia: A cluster analysis study

First Author: Kevin Kien Hoa Chung -- Department of Early Childhood Education, The Education University of Hong Ko
Additional authors/chairs: 
Lam Chun Bun; Li Xiaomin
Keywords: Dyslexia, Adolescent, Reading Ability, English Language Learners (ELL), Chinese
Abstract / Summary: 

The present study examined the cognitive-linguistic profiles of adolescents with dyslexia in reading English as a second language and Chinese. One hundred and fifty-three Hong Kong Chinese speaking students participated and were assessed on the measures of morphological skills, phonological skills, syntactic skills, vocabulary knowledge, executive functioning as planning and inhibition, word reading, one-minute word reading, and reading comprehension. Based on the nine cognitive-linguistic measures, cluster analyses with k-means were used to identify the three subgroups of dyslexia which were the mild deficit (n = 27), syntactic deficit (n = 59), and global deficit (n = 67). Further analyses revealed that the mild deficit group performed significantly better than the other two groups on the measures of word reading, one-minute word reading, reading comprehension in Chinese and one-minute word reading in English. The mild deficit group and syntactic deficit group also outperformed the global deficit group on the measures of word reading and reading comprehension in English. These results highlight the unique role of syntactic deficits in Chinese and executive functioning in English reading. Together, these findings suggest that a more fine-grained diagnostic view on the underlying causes for these subgroups of dyslexia into account may be beneficial for optimizing the outcome of reading intervention programs in Chinese adolescents with dyslexia.