Word reading transfer in two distinct languages in reading interventions: How Chinese-English bilingual children with reading difficulties learn to read.

PURPOSE: Skills developed from literacy training in L1 are shown to transfer to reading in L2 when both languages involve an alphabetic writing system. However, transfer of literacy skills between a logographic L1 and an alphabetic L2 is less studied. This study examined whether the gain in literacy skills after an 8-week training on 1) Chinese character recognition or 2) English phonics, may generalize across the two languages in Chinese elementary students with reading disabilities. METHODS: Chinese-speaking students identified with reading difficulties were randomly assigned to the Chinese intervention (Chinese character orthography training), English intervention (English phonics training), and control groups. Their Chinese and English literacy skills were measured before and after the interventions. RESULTS: Though training on the orthography of Chinese characters significantly improved performance in Chinese word reading and Chinese orthographic awareness, our results did not provide evidence for the generalization of word-decoding skills from L1 Chinese to word reading in L2 English. However, phonics training in L2 English benefitted not only English word reading, but also cross-language word reading in L1 Chinese. CONCLUSION: We postulated that teaching children analytical skills in decoding words in an alphabetic writing system might likewise benefit their word decoding in a logographic script.

Holistic processing of Chinese characters in college students with dyslexia.

Expert face recognition has long been marked by holistic processing. Hence, due to the many visual properties shared between face perception and Chinese characters, it has been suggested that Chinese character recognition may induce stronger holistic processing in expert readers than in novices. However, there have been different viewpoints presented about Chinese character recognition, one of which suggests that expertise in this skill involved reduced holistic processing which may be modulated by writing experiences/performances. In this study we examined holistic processing in Chinese character recognition in adults with and without dyslexia, using the complete composite paradigm. Our results showed that the adults with dyslexia recognized Chinese characters with a stronger holistic processing effect than the typical controls. It seems that those with dyslexia relied overly on the visual spatial information of characters and showed deficits in attending selectively to their components when processing Chinese characters, which hindered the development of expert reading and writing skills. This effect was in contrast to previous perceptual expertise studies in which reduced holistic processing marked deficits in face/visual object recognition. This study is also the first to show that Chinese adults with dyslexia had persistent below average performances in Chinese literacy.

Holistic but with reduced right-hemisphere involvement: The case of dyslexia in Chinese character recognition.

Recent research on visual object recognition has suggested that the right hemisphere can engage either holistic or part-based processing depending on whether the recognition relies on configural (exact distances among features) or featural information, respectively. Consistent with this finding, expert Chinese reading has been marked by a left-side bias (an indication of right-hemisphere lateralization) with decreased holistic processing (as assessed using the composite paradigm) due to its reliance on featural information. Here we examine two common perceptual expertise phenomena in object recognition - holistic processing and left-side bias - of Chinese characters in adolescents with developmental dyslexia and matched controls. We found that those with dyslexia showed stronger holistic processing, a weaker left-side bias, and worse performance in Chinese character dictation than controls. This was in contrast to Limited writers (proficient readers with limited writing experience) reported in Tso, Au, and Hsiao (Psychological Science, 25, 1757-1767, 2014), who showed stronger holistic processing and worse dictation performance, but the same level of left-side bias as controls. This result demonstrated two different perceptual mechanisms underlying holistic processing: Limited writers' holistic processing may be due to difficulties in de-emphasizing configural information unimportant to Chinese characters, whereas readers with dyslexia may have deficits selectively attending to character components to form appropriate part-based representations in the right hemisphere.