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Reading and Writing

, Volume 30, Issue 2, pp 337–361 | Cite as

Reading comprehension, working memory and higher-level language skills in children with SLI and/or dyslexia

  • Anita M.-Y. Wong
  • Connie S.-H. Ho
  • Terry K.-F. Au
  • Catherine McBride
  • Ashley K.-H. Ng
  • Lesley P.-W. Yip
  • Catherine C.-C. Lam
Article
First Online:

Abstract

This study examined (1) whether working memory and higher-level languages skills—inferencing and comprehension monitoring—accounted for individual differences among Chinese children in Chinese reading comprehension, after controlling for age, Chinese word reading and oral language skills, and (2) whether children with specific language impairment (SLI) or dyslexia showed deficits in these skills. Eighty-two Cantonese Chinese-speaking children between the age of 7; 8–9; 5 were assessed. Regression analyses on the full sample offered support for the first question. The children were also classified into four groups: Typically-developing (TD; N = 34), specific language impairment-only (SLI-only; N = 18), SLI-dyslexia comorbid (SLI-D; N = 22) and dyslexia-only (D-only; N = 8). Pair-wise comparisons focusing on the second question revealed that both the SLI-only and the D-only group performed worse than the TD group in reading comprehension after controlling for age and nonverbal intelligence. The SLI-only and the D-only group showed a different profile of deficits: only the SLI-only group performed worse than the TD group in working memory, comprehension monitoring, and inferencing. The SLI-D comorbid group did worse than the SLI-only, but not the D-only group, in reading comprehension. The SLI-D comorbid group did not do worse than either single diagnosis group in the higher-level language skills associated with reading comprehension. These findings suggested adopting different intervention approaches for reading comprehension difficulties in children with SLI versus children with dyslexia.

Keywords

Reading comprehension Chinese SLI Dyslexia 
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Notes

Acknowledgments

We thank the children who participated in this study and our research assistants who helped in data collection and task design. We acknowledge funding support from the Hong Kong Research Grant Council GRF 755110H awarded to the first author.

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© Springer Science+Business Media Dordrecht 2016

Authors and Affiliations

  • Anita M.-Y. Wong
    • 1
  • Connie S.-H. Ho
    • 1
  • Terry K.-F. Au
    • 1
  • Catherine McBride
    • 2
  • Ashley K.-H. Ng
    • 3
  • Lesley P.-W. Yip
    • 3
  • Catherine C.-C. Lam
    • 3
  1. 1.The University of Hong KongHong KongChina
  2. 2.The Chinese University of Hong KongHong KongChina
  3. 3.Child Assessment Service, Department of HealthHong KongChina

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