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Mo Shengnan, Wang Bo, He Zhen, SUN Zhao, Shao Shanshan, Song Ranran, “Study on early cognitive deficits among children with dyslexia”, Chinese Journal of Health Education, 29 (4): 316-319, April 2013.

has been cited by the following article:

Article

Developmental Dyslexia Studies in Chinese Learners

1Beijing Language and Culture University, Beijing, China


Research in Psychology and Behavioral Sciences. 2014, Vol. 2 No. 2, 43-47
DOI: 10.12691/rpbs-2-2-2
Copyright © 2014 Science and Education Publishing

Cite this paper:
Li Guo. Developmental Dyslexia Studies in Chinese Learners. Research in Psychology and Behavioral Sciences. 2014; 2(2):43-47. doi: 10.12691/rpbs-2-2-2.

Correspondence to: Li  Guo, Beijing Language and Culture University, Beijing, China. Email: hyguoli@163.com

Abstract

The developmental dyslexia studies in alphabetic languages usually from the perspectives of cognition, neurobiology and genetics. Since the Chinese language is characterized as a logographic writing system with deep orthography, which is different from alphabetic languages, whether the findings in alphabetic languages are coincident in Chinese remains a question. By comparing theories in the causes of developmental dyslexia in alphabetic language with that in Chinese language, the paper reviews the studies on development dyslexia in L1 Chinese learners and finally reach the conclusion that although developmental dyslexia in Chinese language have been studied from cognition, neurobiology and genetics, which is coincident with those of alphabetic languages, there exits some differences in minor parts of the theories.

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