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This study examined the extent to which Chinese children with dyslexia show temporal processing deficits in addition to deficits in various forms of attention. In total, 104 Chinese children in primary school (Grades 3-6) were recruited in Taiwan. Half of the children were identified as having dyslexia, and the other half were typically developing children who were matched by gender, IQ, and age with the children with dyslexia. Our results indicated that Chinese children with dyslexia performed significantly worse on tasks of temporal processing, selective attention, and switching attention. Furthermore, both visual and auditory temporal processing, in addition to various attention types, could be significant distinguishing predictors between the two groups. Moreover, we found that visual temporal processing, but not auditory temporal processing, significantly contributed to Chinese character reading. This study was among the first to confirm the unique role of visual temporal processing in Chinese character reading.

This study aimed to examine the effects of temporal processing training on the reading abilities of Chinese children with dyslexia. In total, 69 Chinese children with dyslexia in grades three through six were recruited in Taiwan. The children were divided into the following three equal groups: (1) auditory temporal processing training group, (2) visual temporal processing training group, and (3) control group with no specific training. The participants in both training groups received instruction with identical durations (30-40 min), intensities (12 times in total), and frequencies (three to four times per week). The participants in the control group were asked to independently surf some specified websites using devices similar to those used by the two experimental groups for an identical duration, intensity, and frequency. Our results indicated that the two groups who received temporal processing training exhibited significant correlations among Chinese character reading, rapid naming, and corresponding reading-related abilities, while visual temporal processing served as a significant predictor of Chinese character reading ability even if all background data, reading-related abilities, and auditory temporal processing were introduced first. Additionally, significant interactions were found between the Groups and Tested sessions in all the measures, except for phonological awareness, confirming the distinct effects of different temporal processing on most measures involved in this study. Further simple main effects revealed that only those who received the visual temporal processing training gained benefits in the corresponding reading-related ability (i.e., orthographic knowledge) and far-transfer to Chinese character reading.

Background: There is emerging evidence that individuals with developmental dyslexia show deficits in visual-spatial attention. This study focused on visual searches and examined whether visual search deficits would be found in Chinese children with dyslexia. More importantly, we examined the associations between dyslexia and distinct types of visual searches, to determine whether deficits are specific to some visual searches but not others. Methods: The dyslexic children and their age-matched typical peers completed both the inefficient and relatively efficient search tasks. Results: The dyslexic children were generally impaired in visual searches, although the deficit in inefficient searches was more severe than in efficient searches. After phonological awareness, working memory and nonverbal IQ were considered; inefficient searches were found to be selectively impaired. Conclusions: These findings suggest that visual search deficits in dyslexia are universal across alphabetic and logographic writing systems. They highlight the importance of further study on the role of top-down attention on reading.

The present study examined whether temporal processing (TP) is associated with reading of a non-alphabetic script, that is, Chinese. A total of 126 primary school-aged Chinese children from Taiwan (63 children with dyslexia) completed cross-modal, visual, and auditory temporal order judgment tasks and measures of Chinese reading and literacy-related skills. The results showed that typically developing children and children with dyslexia differed in all TP skills. Structural equation modeling indicated that cross-modal TP contributed independently to character recognition in the entire sample if the significant effects of phonological awareness, orthographic knowledge, and rapid automatized naming were considered. The multi-sample analysis showed that TP did not predict reading in the typical group after controlling for literacy-related skills, but visual and cross-modal TP skills independently contributed to reading in the group with dyslexia in addition to literacy-related skills. Finally, the path analysis indicated that in the typical group, separate TP skills affected reading through literacy-related skills, but visual and cross-modal TP skills had direct effects on character reading in the group with dyslexia. These findings suggest that TP is more important for reading in children with dyslexia than in typically developing children, and the roles of TP in dyslexia require further examination.

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.

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 study aims to bridge the research gap in the humour comprehension problems of individuals with dyslexia in Chinese culture. We conducted a nonexperimental study to examine the differences between Chinese adolescents with and without dyslexia in visual humour comprehension as well as the group differences in the correlation of visual humour comprehension with other abilities. In total, 48 Chinese adolescents (16 individuals with dyslexia and 32 individuals without dyslexia) were recruited in Hong Kong. They were all administered several tasks: tests of nonverbal IQ, Chinese character reading, visual-spatial attention, orthographic knowledge, and visual humour comprehension. Our results indicated that visual humour comprehension is correlated with other abilities. Additionally, the group with dyslexia performed significantly less accurately on most tasks except humour comprehension accuracy. However, only visual spatial attention, orthographic knowledge, and humour comprehension speed significantly predicted membership in the two groups. Finally, approximately half of the participants with dyslexia had significantly slower humour comprehension than those with typical development. Our findings shed light on problems with humour comprehension exhibited by Chinese individuals with dyslexia. [ABSTRACT FROM AUTHOR]

The relationships among visual and auditory temporal processing, rapid naming, and oral reading fluency in Chinese children with and without dyslexia were examined. Primary school-aged Chinese children with dyslexia (N = 47) and chronological-age-matched controls (N = 47) were recruited. Temporal processing, rapid naming, oral reading fluency, Chinese character reading, and nonverbal IQ were assessed. There were significant correlations among visual and auditory temporal processing, rapid naming, and oral reading fluency. The patterns of the relationships among these measures differed between the children with and without dyslexia. The path analyses revealed that visual temporal processing had significant direct and indirect effects (through rapid naming) on oral reading fluency; only the children with dyslexia showed a significant direct effect of auditory temporal processing. These findings have research and educational implications for enhancing the reading abilities of Chinese children with dyslexia. [ABSTRACT FROM AUTHOR]

The present study examined whether temporal processing (TP) is associated with reading of a non-alphabetic script, that is, Chinese. A total of 126 primary school–aged Chinese children from Taiwan (63 children with dyslexia) completed cross-modal, visual, and auditory temporal order judgment tasks and measures of Chinese reading and literacy-related skills. The results showed that typically developing children and children with dyslexia differed in all TP skills. Structural equation modeling indicated that cross-modal TP contributed independently to character recognition in the entire sample if the significant effects of phonological awareness, orthographic knowledge, and rapid automatized naming were considered. The multi-sample analysis showed that TP did not predict reading in the typical group after controlling for literacy-related skills, but visual and cross-modal TP skills independently contributed to reading in the group with dyslexia in addition to literacy-related skills. Finally, the path analysis indicated that in the typical group, separate TP skills affected reading through literacy-related skills, but visual and cross-modal TP skills had direct effects on character reading in the group with dyslexia. These findings suggest that TP is more important for reading in children with dyslexia than in typically developing children, and the roles of TP in dyslexia require further examination. [ABSTRACT FROM AUTHOR]

This study aimed to examine the effects of temporal processing training on the reading abilities of Chinese children with dyslexia. In total, 69 Chinese children with dyslexia in grades three through six were recruited in Taiwan. The children were divided into the following three equal groups: (1) auditory temporal processing training group, (2) visual temporal processing training group, and (3) control group with no specific training. The participants in both training groups received instruction with identical durations (30-40 min), intensities (12 times in total), and frequencies (three to four times per week). The participants in the control group were asked to independently surf some specified websites using devices similar to those used by the two experimental groups for an identical duration, intensity, and frequency. Our results indicated that the two groups who received temporal processing training exhibited significant correlations among Chinese character reading, rapid naming, and corresponding reading-related abilities, while visual temporal processing served as a significant predictor of Chinese character reading ability even if all background data, reading-related abilities, and auditory temporal processing were introduced first. Additionally, significant interactions were found between the Groups and Tested sessions in all the measures, except for phonological awareness, confirming the distinct effects of different temporal processing on most measures involved in this study. Further simple main effects revealed that only those who received the visual temporal processing training gained benefits in the corresponding reading-related ability (i.e., orthographic knowledge) and far-transfer to Chinese character reading. [ABSTRACT FROM AUTHOR]

Background: There is emerging evidence that individuals with developmental dyslexia show deficits in visual–spatial attention. This study focused on visual searches and examined whether visual search deficits would be found in Chinese children with dyslexia. More importantly, we examined the associations between dyslexia and distinct types of visual searches, to determine whether deficits are specific to some visual searches but not others. Methods: The dyslexic children and their age‐matched typical peers completed both the inefficient and relatively efficient search tasks. Results: The dyslexic children were generally impaired in visual searches, although the deficit in inefficient searches was more severe than in efficient searches. After phonological awareness, working memory and nonverbal IQ were considered; inefficient searches were found to be selectively impaired. Conclusions: These findings suggest that visual search deficits in dyslexia are universal across alphabetic and logographic writing systems. They highlight the importance of further study on the role of top‐down attention on reading. Highlights: What is already known about this topicReading difficulties are related to impairment of visual–spatial attention.Dyslexic readers of alphabetic orthographies show deficits in visual searches, especially inefficient searches.Visual skills are particularly important for reading in Chinese, a logographic writing system known for visual complexity and lacking of grapheme–phoneme correspondence. What this paper addsChinese children with dyslexia showed impaired visual searches compared with typically developing children.Deficits of dyslexic children were more severe in inefficient searches than in efficient ones.After phonological awareness and working memory were considered, visual search dysfunction of dyslexic Chinese children was specific to the inefficient searches. Implications for theory, policy or practiceInefficient visual search skill is uniquely related to dyslexia in Chinese beyond phonological awareness, supporting sensory‐cognitive accounts of dyslexia.Selective impairment in inefficient searches underscores the importance to study top‐down attentional mechanism in reading. [ABSTRACT FROM AUTHOR]

This present study focuses on classifying developmental dyslexia by combining two famous models, the dual-route model and the triangle model of Chinese reading, re-examining validity of the subtypes, and observing the error types of word recognition for each subtype. Sixty-sixth graders with dyslexia in Chinese and 45 sixth graders who were matched by age and IQ with the dyslexic group were involved in the present study. Twelve (20%) sixth graders from the dyslexic group were classified as having phonological dyslexia, 11 (18.3%) were classified as surface dyslexia, 12 (20%) were classified as deep dyslexia, and five (8.3%) of them were classified as displaying more than one kind of deficit. Besides, still more than half (31; 51.7%) of the dyslexic group did not belong to any subtypes here. These subtypes had a good validity based on comparison of their phonological awareness, orthography, and semantics. Finally, for their error types of word recognition, both children with multiple-deficit dyslexia and children with non-subtype dyslexia showed a proportional pattern of six kinds of errors. Children with phonological dyslexia showed more phonetic errors and analogy errors, children with surface dyslexia showed more visual errors and analogy errors, and children with deep dyslexia showed more semantic errors and selective errors. [ABSTRACT FROM AUTHOR]