Eye movements of children with and without developmental dyslexia in an alphabetic script during alphabetic and logographic tasks.

Eye movements (EM) during naming alphabetic versus logographic stimuli in children with and without developmental dyslexia (DD) were examined for each stimulus separately to identify conspicuous characteristics that influence naming performance. 40 children (group DD = 18; control group C = 22) were taught Chinese characters. EM were recorded during naming alphabetic words, pictures and Chinese characters.

Is learning a logographic script easier than reading an alphabetic script for German children with dyslexia?

Purpose: Developmental dyslexia in alphabetic languages (DD) is characterized by a phonological deficit. Since logographic scripts rely predominantly on visual and morphological processing, reading performance in DD can be assumed to be less impaired when reading logographic scripts.

Methods: 40 German-speaking children (18 with DD, 22 not reading-impaired-group C; 9-11 years) received Chinese lessons.