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| Comparison of Chinese and foreign assessment methods for developmental dyslexia |
| LIU Zhongling1, LIU Duo2, WAN Qin3, CHEN Jinjin1 |
| 1. Department of Developmental and Behavioral Pediatrics, Shanghai Children’s Hospital, Shanghai Jiao Tong University School of Medicine, Shanghai 200040, China; 2. Department of Special Education and Counseling, Education University of Hong Kong, Hong Kong 999077, China; 3. Department of Speech and Hearing Rehabilitation Science, East China Normal University, Shanghai 200062, China |
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Abstract Developmental dyslexia is a specific learning disability of neurological origin, characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities in children of normal intelligence with normal learning conditions and motivation. Lack of early intervention can lead to further academic failure and delayed cognitive, emotional, and vocational development. The prevalence of developmental dyslexia in China is 5%-10%, but there is no standardized assessment and management system for Mandarin Chinese developmental dyslexia. This paper compares dyslexia-related assessment tools in four different language systems and draws out the characteristics and advantages, which proposes possible directions for the development of early screening tools and the assessment and management system for Mandarin Chinese.
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