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This study investigated the cross-sectional relationships between reading-related affective and cognitive factors and reading skills among adolescents with and without dyslexia. Participants were 120 Chinese-speaking eighth graders, including 60 adolescents with dyslexia and 60 typically developing adolescents from Hong Kong, China. Adolescents completed questionnaires on general anxiety, reading anxiety, and reading self-concept. They were also assessed on measures of rapid digit naming, verbal working memory, word reading, reading fluency, and reading comprehension. The results showed that readers with dyslexia reported higher levels of general anxiety and reading anxiety and lower levels of reading self-concept than typical readers. They also showed difficulties in rapid digit naming and verbal working memory. Importantly, controlling for rapid digit naming and verbal working memory, reading self-concept was uniquely associated with word reading and reading fluency for readers with and without dyslexia. Furthermore, reading anxiety and reading self-concept were uniquely associated with reading comprehension for the two groups of readers. The findings point to the importance of considering affective factors when examining the reading skills of Chinese readers and the utility of targeting these factors when supporting the learning of adolescents with and without dyslexia. [ABSTRACT FROM AUTHOR]

This study aimed to investigate the development of visual and auditory temporal processing among children with and without dyslexia and to examine the roles of temporal processing in reading and reading-related abilities. A total of 362 Chinese children in Grades 1–6 were recruited from Taiwan. Half of the children had dyslexia, and the other half were typically developing children who matched the dyslexic group on age, intelligence, and gender. Our results indicate that for typically developing children, the visual and auditory modalities follow the same developmental trend: The children in first and second grades performed significantly worse than the older children. Among the children with dyslexia, however, significant improvements in the visual modality were observed with increasing age. Furthermore, although both modalities were important for all reading-related abilities and for Chinese character reading in first and second grades, the visual modality significantly predicted only orthographic knowledge and Chinese character reading in third and fourth grades. In contrast, the auditory modality affected only phonological awareness. In fifth and sixth grades, only visual temporal processing slightly contributed to the orthographic knowledge and Chinese character reading of the dyslexic group. Also, the relationship between temporal processing and Chinese character reading is strongly influenced by age. [ABSTRACT FROM AUTHOR]