teaching Chinese surface and deep dyslexics double-character words

Year: 2000

Author: HO, F.C, ELLIOTT, R

Type of paper: Abstract refereed

Abstract:
The purpose of this project was to evaluate the effectiveness of different instructional approaches for Chinese dyslexic children with different types of problems in word recognition. Based on the dual-route model of reading, readers may use either the lexical (words are recognized as wholes) or sub-lexical (words are recognized through grapheme-phoneme correspondence) procedure to read. Castles & Coltheart (1993) have provided evidence for the existence of these two mechanisms in English reading and they suggest deficits in one and/or the other mechanism lead to different patterns of reading disability. Surface dyslexia results from impairment of the lexical procedure with an intact phonological route to reading. Deep dyslexia results from a highly selective deficit in the grapheme-phoneme transformation mechanism. In the case of Chinese reading, Elliott & Ho (1996) also found the existence of surface and deep dyslexic reading patterns in the Chinese reading disabled subjects. This study made use of the analytic approach with a focus on highlighting the phonetic components within the words as well as the whole-word approach with a focus on recognizing words as “ wholes” to teach those subjects with different patterns of reading problems.The results indicated that the analytic method was useful for teaching different sub-types of readers double irregular character words.

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