Please use this identifier to cite or link to this item:
|Title:||Training orthographic and sentence structures helps poor readers in Chinese||Author(s):||Ho, Man Koon||Author(s):||Leong, C. K.||Issue Date:||2012||Publisher:||Routledge||Journal:||International Journal of Disability, Development and Education||Volume:||59||Issue:||4||Start page:||359||End page:||378||Abstract:||
We trained 36 12-year-old Chinese students with reading disorders in the analysis, synthesis and integration of orthographic constituents of semantic and phonetic bujians (radicals); and also their writing (spelling and composing) skills. These target students were compared with 37 age-controls in a pre-test and post-test design on a number of reading literacy indicators predicated on the “Blueprint of the Reader”. The tasks were: essay writing; morphological compounding; correction of errors; segmentation; text comprehension; fluency; copying of words, and of texts; writing to dictation; and reading aloud words and text. A promax oblique structure analysis of the performance of the 73 students found the tasks clustered into four components. A two (group) × 11 (tasks) multivariate analysis of covariance with the pre-training tasks as covariates followed by analyses of variance showed that the experimental students outperformed their age-peers in essay writing, morphological compounding, correction of errors, text comprehension and reading text aloud. They were also highly satisfied with their training as shown in a questionnaire survey.
|URI:||https://repository.cihe.edu.hk/jspui/handle/cihe/1720||DOI:||10.1080/1034912X.2012.723942||CIHE Affiliated Publication:||No|
|Appears in Collections:||HL Publication|
Show full item record
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.