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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
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.
DOI: 10.1080/1034912X.2012.723942
CIHE Affiliated Publication: No
Appears in Collections:HL Publication

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