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What Can We Learn from Dyslexia in Chinese?

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Dyslexia: Advances in Theory and Practice

Part of the book series: Neuropsychology and Cognition ((NPCO,volume 16))

Abstract

From classroom and clinical practices and especially from research studies these two decades, there is strong evidence that fine-grained phonological skills are important in learning to read and in preventing reading disabilities in alphabetic languages (Share, 1995). These phonological skills relate to rhyming and alliteration (Bryant, MacLean, Bradley, & Crossland, 1990), and especially the more fine-grained metalinguistic ability of onset and rime classification (Goswami & Bryant, 1990) and phoneme segmentation (Lundberg, Frost, & Petersen, 1988; Morais, Bertelson, Cary, & Alegria, 1986; Muter, Hulme, Snowling, & Taylor, 1997).

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  1. Department of Educational Psychology and Special Education, College of Education, University of Saskatchewan, Saskatchewan, Canada

    Che Kan Leong

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  1. Department of Psychology, Göteborg University, Göteborg, Sweden

    Ingvar Lundberg

  2. Center for Reading Research, Stavanger, Norway

    Finn Egil Tønnessen  & Ingolv Austad  & 

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Leong, C.K. (1999). What Can We Learn from Dyslexia in Chinese?. In: Lundberg, I., Tønnessen, F.E., Austad, I. (eds) Dyslexia: Advances in Theory and Practice. Neuropsychology and Cognition, vol 16. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-4667-8_9

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