Testing the career adaptability model with senior high school students in Hong Kong
In: Journal of vocational behavior, Band 139, S. 103808
ISSN: 1095-9084
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In: Journal of vocational behavior, Band 139, S. 103808
ISSN: 1095-9084
In: Children and youth services review: an international multidisciplinary review of the welfare of young people, Band 148, S. 106903
ISSN: 0190-7409
In: Developmental science, Band 24, Heft 3
ISSN: 1467-7687
AbstractA form‐preparation task in the language production field was adopted to examine output phonological representations in Chinese dyslexia and their susceptibility to training. Forty‐one Chinese children with dyslexia (7–11 years old) and 36 chronological age controls completed this task. The controls demonstrated a marginally significant syllable facilitation effect (d = −0.13), indicating their use of syllable‐sized phonological representations during speech production, while the group with dyslexia showed a significantly different pattern (d = 0.04), opposite to the direction of a facilitation effect. The children with dyslexia were then randomly assigned to either metalinguistic training (N = 22) or working memory training (N = 19). Only the metalinguistic training subgroup demonstrated a significant syllable facilitation effect afterward (metalinguistic: d = −0.13; working memory: d = −0.01). The results suggest the presence of a phonological representation deficit at the syllable level in Chinese dyslexia and its possible remediation by metalinguistic training. Such a phonological deficit in readers of a logographic script strongly supports the impaired phonological representation view of developmental dyslexia. A video abstract of this article can be viewed at https://youtu.be/zT2Be0xMkh0.