{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,7,11]],"date-time":"2026-07-11T13:50:13Z","timestamp":1783777813176,"version":"3.55.0"},"reference-count":35,"publisher":"Wiley","issue":"4","license":[{"start":{"date-parts":[[2017,7,25]],"date-time":"2017-07-25T00:00:00Z","timestamp":1500940800000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Dyslexia"],"published-print":{"date-parts":[[2017,11]]},"abstract":"<jats:p>In the present study, we used a three\u2010time point longitudinal design to investigate the associations of morphological awareness to word reading and spelling in a small group of those with and without dyslexia taken from a larger sample of 164 Hong Kong Chinese children who remained in a longitudinal study across ages 6, 7 and 8. Among those 164 children, 15 had been diagnosed as having dyslexia by professional psychologists, and 15 other children manifested average reading ability and had been randomly selected from the sample for comparison. All children were administered a battery of tasks including Chinese character recognition, word dictation, morphological awareness, phonological awareness and rapid automatized naming. Multivariate analysis of variance and predictive discriminate analysis were performed to examine whether the dyslexic children showed differences in the cognitive\u2010linguistic tasks in comparison with controls. Results suggested that the dyslexic groups had poorer performance in morphological awareness and RAN across all 3\u00a0years. However, phonological awareness was not stable in distinguishing the groups. Findings suggest that morphological awareness is a relatively strong correlate of spelling difficulties in Chinese, but phonological awareness is not. Copyright \u00a9 2017 John Wiley &amp; Sons, Ltd.<\/jats:p>","DOI":"10.1002\/dys.1564","type":"journal-article","created":{"date-parts":[[2017,7,26]],"date-time":"2017-07-26T02:56:45Z","timestamp":1501037805000},"page":"372-386","source":"Crossref","is-referenced-by-count":42,"title":["A Three\u2010Year Longitudinal Study of Reading and Spelling Difficulty in Chinese Developmental Dyslexia: The Matter of Morphological Awareness"],"prefix":"10.1002","volume":"23","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-2934-5278","authenticated-orcid":false,"given":"Xiuhong","family":"Tong","sequence":"first","affiliation":[{"name":"Institute of Psychological Sciences, Zhejiang Key Laboratory for Research in Assessment of Cognitive Impairments, Center for Cognition and Brain Disorders Hangzhou Normal University  Hangzhou China"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Catherine","family":"McBride","sequence":"additional","affiliation":[{"name":"Department of Psychology The Chinese University of Hong Kong  Shatin Hong Kong"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Jason Chor Ming","family":"Lo","sequence":"additional","affiliation":[{"name":"Department of Psychology The Chinese University of Hong Kong  Shatin Hong Kong"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Hua","family":"Shu","sequence":"additional","affiliation":[{"name":"National Key Laboratory of Cognitive Neuroscience and Learning Beijing Normal University  Beijing China"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2017,7,25]]},"reference":[{"key":"e_1_2_5_2_1","doi-asserted-by":"publisher","DOI":"10.1080\/00313830050154485"},{"issue":"3","key":"e_1_2_5_3_1","first-page":"229","article-title":"Toward a definition of metalinguistic skill","volume":"31","author":"Bialystok E.","year":"1985","journal-title":"Merrill Palmer Quarterly"},{"key":"e_1_2_5_4_1","first-page":"173","article-title":"Why spelling is more difficult than reading","volume":"10","author":"Bosman A. 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