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This cross-sectional study aims to examine the age differences in state anxiety (i.e., anxiety triggered toward specific situations) as well as its relationship to the reading comprehension of Chinese students with and without dyslexia across school ages. In total, 131 typically developing students and 81 students with dyslexia in primary and secondary schools were recruited in Taiwan. Our results indicate that students with versus those without dyslexia have different patterns of state anxiety across the three age levels. In addition, we found similar patterns between students with dyslexia and those without across the three age levels in the effects of state anxiety on reading comprehension. However, the contributions of state anxiety to reading comprehension tended to decline as typically developing students matured, while they remained relatively constant for students with dyslexia across the three age levels. These results may have implications for teaching activities or examinations for students whose state anxiety has a significant impact on their reading comprehension skills.

The present study examined the mediating effect of processing speed on the relationship between state anxiety and reading comprehension in Chinese children with and without reading disabilities (RD). A total of 53 Chinese children with RD and 66 typically developing children were administered cognitive and noncognitive measures. We found that the two groups had distinct patterns of state anxiety and processing speed. A significant indirect effect of state anxiety on reading comprehension through processing speed was found only in children with RD. Our findings contribute to filling a research gap and provide evidence to front-line practitioners for adapting the teaching and measures for Chinese children with RD.

This study presents an examination of learner-generated drawing for different reading comprehension subtypes of dyslexic students and control students. The participants were 22 phonological dyslexic students, 20 orthographic dyslexic students, 21 double-deficit dyslexic students, and 45 age-, gender-, and IQ-matched control students. The major evaluation tools included word recognition task, orthographic task, phonological awareness task, and scenery texts and questions. Comparisons of the four groups of students showed differences among phonological dyslexia, orthographic dyslexia, double-deficit dyslexia, and the chronological age control groups in pre- and posttest performance of scenery texts. Differences also existed in relevant questions and the effect of the learner-generated drawing method. The pretest performance showed problems in the dyslexic samples in reading the scenery texts and answering relevant questions. The posttest performance revealed certain differences among phonological dyslexia, orthographic dyslexia, double-deficit dyslexia, and the chronological age control group. Finally, all dyslexic groups obtained a great effect from using the learner-generated drawing, particularly orthographic dyslexia. These results suggest that the learner-generated drawing was also useful for dyslexic students, with the potential for use in the classroom for teaching text reading to dyslexic students. (Contains 4 tables.)

This cross-sectional study aims to examine the age differences in state anxiety (i.e., anxiety triggered toward specific situations) as well as its relationship to the reading comprehension of Chinese students with and without dyslexia across school ages. In total, 131 typically developing students and 81 students with dyslexia in primary and secondary schools were recruited in Taiwan. Our results indicate that students with versus those without dyslexia have different patterns of state anxiety across the three age levels. In addition, we found similar patterns between students with dyslexia and those without across the three age levels in the effects of state anxiety on reading comprehension. However, the contributions of state anxiety to reading comprehension tended to decline as typically developing students matured, while they remained relatively constant for students with dyslexia across the three age levels. These results may have implications for teaching activities or examinations for students whose state anxiety has a significant impact on their reading comprehension skills. [ABSTRACT FROM AUTHOR]

The current study aims to examine prosodic sensitivity in Chinese children with dyslexia and its relation to Chinese reading in children with and without dyslexia. A total of 172 Chinese children from third grade to sixth grade in Taiwanese primary schools were recruited. Thirty (14 male) children were identified as having dyslexia, and the remaining children (N = 142; 67 male) were typically developing children matched with those with dyslexia as carefully as possible with respect to school, grade, and gender. Our results indicated that group differences were found for all three types of prosodic sensitivity. Moderation analyses showed that group had no significant interaction with prosodic sensitivity in predicting Chinese reading, so the participants in the two groups were combined in the following analyses. The results of the stepwise regression analyses showed that only lexical tone awareness could significantly predict Chinese character reading after controlling for phonological awareness, while only intonation awareness could significantly predict reading comprehension after controlling for Chinese character reading. The results provide preliminary evidence on the issue of prosodic sensitivity in Chinese children with dyslexia and its role in Chinese reading, which might provide a novel approach to the teaching of Chinese languages. [ABSTRACT FROM AUTHOR]

The present study examined the mediating effect of processing speed on the relationship between state anxiety and reading comprehension in Chinese children with and without reading disabilities (RD). A total of 53 Chinese children with RD and 66 typically developing children were administered cognitive and noncognitive measures. We found that the two groups had distinct patterns of state anxiety and processing speed. A significant indirect effect of state anxiety on reading comprehension through processing speed was found only in children with RD. Our findings contribute to filling a research gap and provide evidence to front‐line practitioners for adapting the teaching and measures for Chinese children with RD. [ABSTRACT FROM AUTHOR]

This study aims to compare anxiety and depression among male and female Chinese children with and without reading disabilities (RDs) and to examine the diverse impacts of anxiety and depression on children's reading comprehension. A total of 132 Chinese children from third to sixth grade living in Taiwan were recruited; half had RD, and the other half were typically developing children. Our results from the first analysis revealed that the anxiety level of female children with RD was significantly higher than that of the other three groups of participants, while the depression level of typically developing children was significantly lower than that of children with RD in general. Additionally, our results regarding the predictive abilities of gender and anxiety for reading comprehension as well as the moderating effect of gender on the ability of anxiety to predict reading comprehension were all statistically significant for the typically developing group but not the RD group. These differences between these two groups were further confirmed by multi-group analysis. Our results enhance the existing knowledge on Chinese children with RD and can increase practitioners' awareness of the possibility of higher levels of anxious and depressive symptoms among these children. [ABSTRACT FROM AUTHOR]

This study investigated the performance of prosodic sensitivity among Chinese students from nine to fifteen years as well as its contribution to reading comprehension. For this study, we recruited 181 Chinese children with typical development from 9 to 15 years in Taiwan. Fifty-five were 9–10 years, 53 were 11–12 years, and the other 62 were 13–15 years. They were tested for prosodic sensitivity, phonological processing, Chinese character reading, and reading comprehension. Our results indicated clear age differences in two prosodic sensitivities: – the youngest group performed significantly worse than the other two groups. Additionally, our results showed that prosodic sensitivity significantly contributed to reading comprehension for only the two older groups. Theoretically, our results shed light on the role of prosodic sensitivity, especially above the character level, in Chinese reading comprehension. Teachers and instructors should consider prosodic sensitivity when preparing interventions for reading comprehension. • Chinese students develop prosodic sensitivity from 9 to 10 years old. • There are bigger age differences in most phonological processing than in prosodic sensitivity. • Prosodic sensitivity was found to contribute to reading from 11 to 15 years old. [ABSTRACT FROM AUTHOR]

This study presents an examination of learner-generated drawing for different reading comprehension subtypes of dyslexic students and control students. The participants were 22 phonological dyslexic students, 20 orthographic dyslexic students, 21 double-deficit dyslexic students, and 45 age-, gender-, and IQ-matched control students. The major evaluation tools included word recognition task, orthographic task, phonological awareness task, and scenery texts and questions. Comparisons of the four groups of students showed differences among phonological dyslexia, orthographic dyslexia, double-deficit dyslexia, and the chronological age control groups in pre- and posttest performance of scenery texts. Differences also existed in relevant questions and the effect of the learner-generated drawing method. The pretest performance showed problems in the dyslexic samples in reading the scenery texts and answering relevant questions. The posttest performance revealed certain differences among phonological dyslexia, orthographic dyslexia, double-deficit dyslexia, and the chronological age control group. Finally, all dyslexic groups obtained a great effect from using the learner-generated drawing, particularly orthographic dyslexia. These results suggest that the learner-generated drawing was also useful for dyslexic students, with the potential for use in the classroom for teaching text reading to dyslexic students. [Copyright &y& Elsevier]