The Deficit Profiles of Chinese Children with Read

Authors: Peng Peng Cuicui Wang Sha Tao Congying Sun

Publish Date: 2016/04/21

Volume: 29, Issue: 3, Pages: 513-564

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Abstract

The current metaanalysis synthesized findings from profiling research on Chinese children with reading difficulties RD We reviewed a total of 81 studies published between 1964 and May 2015 representing a total of 9735 Chinese children There are 982 effect sizes for the comparison between children with RD and agematched typically developing ATD children and 152 effect sizes for the comparison between children with RD and readinglevelmatched typically developing RTD children on multiple linguistic and cognitive skills Results showed that compared to ATD children children with RD have severe deficits in morphological awareness orthographic knowledge phonological awareness rapid naming working memory and visual skills and moderate deficits in shortterm memory and motor skills Compared to RTD children children with RD only have moderate deficits in rapid naming and mild deficits in orthographic knowledge Moderation analyses for the comparison between RD and ATD children revealed that children with more severe RD show more severe deficits in morphological awareness phonological awareness rapid naming and visual skills However neither location Mainland vs Hong Kong nor type of reading screening character recognition vs character recognition combined with reading comprehension emerged as a moderator of the deficit profiles These findings indicate that Chinese children with RD have deficits on a wide range of cognitive and linguistic skills Deficits in rapid naming and orthographic knowledge may be potential causal factors for RD in Chinese based on existing evidence Implications for the diagnosis and instructions of Chinese children with RD were discussedPeng’s contributions were supported by the University Facilitating Fund from George Washington University Sha Tao’s contribution was partially supported by 973 Program of China 2014CB846103 NSFC grant 31221003 and the 111 project B070008 The opinions expressed are those of the authors and do not necessarily represent views of the NSFC or George Washington University

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