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A total of 172 Chinese children from third grade to sixth grade in Taiwanese primary schools were recruited. Thirty (14 male) children were identified as having dyslexia, and the remaining children (<jats:italic>N<\/jats:italic>\u00a0=\u2009142; 67 male) were typically developing children matched with those with dyslexia as carefully as possible with respect to school, grade, and gender. Our results indicated that group differences were found for all three types of prosodic sensitivity. Moderation analyses showed that group had no significant interaction with prosodic sensitivity in predicting Chinese reading, so the participants in the two groups were combined in the following analyses. The results of the stepwise regression analyses showed that only lexical tone awareness could significantly predict Chinese character reading after controlling for phonological awareness, while only intonation awareness could significantly predict reading comprehension after controlling for Chinese character reading. The results provide preliminary evidence on the issue of prosodic sensitivity in Chinese children with dyslexia and its role in Chinese reading, which might provide a novel approach to the teaching of Chinese languages.<\/jats:p>","DOI":"10.1002\/dys.1720","type":"journal-article","created":{"date-parts":[[2022,7,5]],"date-time":"2022-07-05T07:28:32Z","timestamp":1657006112000},"page":"342-358","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":8,"title":["Lower prosodic sensitivity in Chinese children with dyslexia and its impact on Chinese reading"],"prefix":"10.1002","volume":"28","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-4011-7305","authenticated-orcid":false,"given":"Li\u2010Chih","family":"Wang","sequence":"first","affiliation":[{"name":"Department of Special Education National Tsing Hua University Hsinchu Taiwan"},{"name":"Department of Special Education and Counselling The Education University of Hong Kong New Territories Hong Kong"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-2352-2616","authenticated-orcid":false,"given":"Duo","family":"Liu","sequence":"additional","affiliation":[{"name":"Department of Special Education and Counselling The Education University of Hong Kong New Territories Hong Kong"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-9820-5711","authenticated-orcid":false,"given":"Lorinda Li\u2010Ying","family":"Kwan\u2010Chen","sequence":"additional","affiliation":[{"name":"Department of Special Education and Counselling The Education University of Hong Kong New Territories Hong Kong"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-8105-7361","authenticated-orcid":false,"given":"Kevin Kien\u2010Hoa","family":"Chung","sequence":"additional","affiliation":[{"name":"Department of Early Childhood Education The Education University of Hong Kong New Territories Hong Kong"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-7762-3888","authenticated-orcid":false,"given":"Ji\u2010Kang","family":"Chen","sequence":"additional","affiliation":[{"name":"Department of Social Work The Chinese University of Hong Kong Hong Kong Hong Kong"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2022,7,5]]},"reference":[{"key":"e_1_2_8_2_1","doi-asserted-by":"publisher","DOI":"10.1002\/dys.1485"},{"key":"e_1_2_8_3_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1467-9817.2011.01507.x"},{"key":"e_1_2_8_4_1","doi-asserted-by":"publisher","DOI":"10.1037\/0012-1649.28.5.874"},{"key":"e_1_2_8_5_1","doi-asserted-by":"publisher","DOI":"10.3389\/fpsyg.2019.01458"},{"key":"e_1_2_8_6_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1467-8624.1990.tb03568.x"},{"key":"e_1_2_8_7_1","article-title":"Raven's progressive matrices\u2013parallel manual","author":"Chen J. 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