Salvaging Second-language English Reading in Children with Dyslexia in Native Chinese, What Makes a Difference? Cognitive Subtypes of Chinese-English Bilingual Children with Reading Difficulties

Professor Tso, Ricky Van Yip   (Principal Investigator (PI))

Professor Shum Kar Man Kathy   (Co-Investigator)

Dr. Siok Wai Ting   (Co-Investigator)

30

2022-10-01

553000

Salvaging Second-language English Reading in Children with Dyslexia in Native Chinese, What Makes a Difference? Cognitive Subtypes of Chinese-English Bilingual Children with Reading Difficulties

Reading Development, Bilingualism, Dyslexia, Reading Cognition, Educational Psychology

Psychology and LinguisticsPsychology

Humanities & Social Sciences (H)

18624222

General Research Fund (GRF) 2022/23

2022

On-going

1. To document the two subtypes of dyslexia in L1 Chinese – those with phonological awareness deficits (PAD) and those with intact phonological awareness (PAI) – and to investigate the predictability of L2 English literacy in the two subtypes. 2. To examine the interaction between the types of reading skills training (phonological awareness vs English phonics instructions) and the two subtypes of dyslexia in Chinese (PAD vs PAI) on English reading skills.3. To investigate and illuminate L2 English reading difficulties observed in children with dyslexia in L1 Chinese, despite the dissimilarities between Chinese and English, in order to address the importance of providing concurrent training for PA and English phonics skills for Chinese dyslexic children. 4. To offer specific educational and assessment policy advice on the importance of individualizing the types of intervention for Chinese children with dyslexia with and without phonological awareness deficit.