How Does Visual Temporal Processing Affect Chinese Character Reading in Children With Dyslexia? From the Perspective of Inhibition.

Given that inhibition interacts with visual temporal processing (VTP), the past evidence regarding the influence of VTP on the Chinese character reading of children with dyslexia may not disclose the whole picture without considering inhibition. Thus, the present study is among the first to investigate VTP and cognitive inhibition as well as their relationships to Chinese character reading. We compared the performances of 62 Chinese-speaking children with dyslexia in primary school ( = 62, = 11.

Temporal Processing Development in Chinese Primary School-Aged Children With Dyslexia.

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.

Diverse inhibition and working memory of word recognition for dyslexic and typically developing children.

The present study focuses on (1) comparing dyslexic and typically developing children's cognitive and behavioural inhibitory abilities; (2) examining the relationship between word recognition, inhibition, and working memory in dyslexic and typically developing children by correlation, regression and path analyses. Participants in the present study were sampled from 3rd and 4th graders in Taiwan. Results indicated that dyslexic and typically developing children did not significantly differ in behavioural inhibition.

Classifying Chinese children with dyslexia by dual-route and triangle models of Chinese reading.

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.

The effect of different stimulus attributes on the attentional performance of children with attention deficit/hyperactivity disorder and dyslexia.

While teachers have traditionally used the interesting objects to increase student attention in the classroom, evidence supporting the effectiveness of this method is lacking. The present study investigated the influence of different stimulus attributes for typical developing students and for students with attention deficit/hyperactivity disorder (ADHD) and dyslexia. Thirty children with ADHD, 30 children with dyslexia, and 30 typical developing students were tested using a measuring tool that was constructed by the authors to assess their sustained attention and selective attention on the geometric-figure assessment and the interesting-figure assessment.

Learner-generated drawing for phonological and orthographic dyslexic readers.

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.

Cognitive inhibition in students with and without dyslexia and dyscalculia.

The present study presents a comparison of the cognitive inhibition abilities of dyslexic, dyscalculic, and control students. The participants were 45 dyslexic students, 45 dyscalculic students, and 45 age-, gender-, and IQ-matched control students. The major evaluation tools included six cognitive inhibition tasks which were restructured during principal component analysis into three categories: graph inhibition, number inhibition, and word inhibition.

The comparison of the visuo-spatial abilities of dyslexic and normal students in Taiwan and Hong Kong.

This study focused on a comparison of the visuo-spatial abilities (correct rate and speed) between dyslexic and normal students in Taiwan and Hong Kong. There were a total of 120 10-12 year old students. Thirty students had been diagnosed as dyslexic in Taiwan (T.