{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,22]],"date-time":"2026-10-22T18:24:12Z","timestamp":1792693452392,"version":"4.5.0"},"reference-count":73,"publisher":"SAGE Publications","issue":"3","license":[{"start":{"date-parts":[[2009,11,6]],"date-time":"2009-11-06T00:00:00Z","timestamp":1257465600000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["J Learn Disabil"],"published-print":{"date-parts":[[2010,5]]},"abstract":"<jats:p>This study examined the relations between reading-related cognitive skills and word reading development of Chinese children with dyslexia in their Chinese language (L1) and in English (L2). A total of 84 bilingual children\u201428 with dyslexia, 28 chronological age (CA) controls, and 28 reading-level (RL) controls\u2014participated and were administered measures of word reading, rapid naming, visual-orthographic skills, and phonological and morphological awareness in both L1 and L2. Children with dyslexia showed weaker performance than CA controls in both languages and had more difficulties in phonological awareness in English but not in Chinese. In addition, reading-related cognitive skills in Chinese contributed significantly to the ability to read English words, suggesting cross-linguistic transfer from L1 to L2. Results found evidence for different phonological units of awareness related to the characteristics of the different languages being learned, supporting the psycholinguistic grain size and linguistic coding differences hypotheses.<\/jats:p>","DOI":"10.1177\/0022219409345018","type":"journal-article","created":{"date-parts":[[2009,11,6]],"date-time":"2009-11-06T22:10:39Z","timestamp":1257545439000},"page":"195-211","source":"Crossref","is-referenced-by-count":105,"title":["Second Language Learning Difficulties in Chinese Children With Dyslexia: What Are the Reading-Related Cognitive Skills That Contribute to English and Chinese Word Reading?"],"prefix":"10.1177","volume":"43","author":[{"given":"Kevin Kien Hoa","family":"Chung","sequence":"first","affiliation":[{"name":"Hong Kong Institute of Education,"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Connie Suk-Han","family":"Ho","sequence":"additional","affiliation":[{"name":"University of Hong Kong"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2009,11,6]]},"reference":[{"key":"atypb1","volume-title":"Beginning to read: Thinking and learning about print","author":"Adams, M.J.","year":"1990"},{"key":"atypb2","doi-asserted-by":"publisher","DOI":"10.1023\/A:1008107312006"},{"key":"atypb3","doi-asserted-by":"publisher","DOI":"10.1023\/A:1013820421199"},{"key":"atypb4","doi-asserted-by":"publisher","DOI":"10.1007\/BF01026919"},{"key":"atypb5","doi-asserted-by":"publisher","DOI":"10.1038\/301419a0"},{"key":"atypb6","doi-asserted-by":"publisher","DOI":"10.3998\/mpub.7194"},{"key":"atypb7","doi-asserted-by":"publisher","DOI":"10.1016\/S0010-0277(03)00164-1"},{"key":"atypb8","doi-asserted-by":"crossref","first-page":"580","DOI":"10.1037\/0022-0663.97.4.580","volume":"97","author":"Cho, J.R.","year":"2005","journal-title":"Journal of Educational Psychology"},{"key":"atypb9","doi-asserted-by":"publisher","DOI":"10.1002\/(SICI)1099-0909(200001\/03)6:1<3::AID-DYS156>3.0.CO;2-E"},{"key":"atypb10","doi-asserted-by":"publisher","DOI":"10.1037\/0022-0663.91.1.29"},{"key":"atypb11","doi-asserted-by":"publisher","DOI":"10.1007\/BF01026951"},{"key":"atypb12","doi-asserted-by":"publisher","DOI":"10.1017\/S0142716401004015"},{"key":"atypb13","doi-asserted-by":"publisher","DOI":"10.1037\/0012-1649.43.3.732"},{"key":"atypb14","doi-asserted-by":"crossref","DOI":"10.1515\/9780824841621","volume-title":"Visible speech: The diverse oneness of writing systems","author":"DeFrancis, J.","year":"1989"},{"key":"atypb15","doi-asserted-by":"publisher","DOI":"10.1037\/0022-0663.91.3.450"},{"key":"atypb16","doi-asserted-by":"publisher","DOI":"10.1016\/S0010-9452(74)80009-2"},{"key":"atypb17","doi-asserted-by":"publisher","DOI":"10.1037\/0022-0663.85.3.453"},{"key":"atypb18","doi-asserted-by":"publisher","DOI":"10.1038\/382066a0"},{"key":"atypb19","doi-asserted-by":"crossref","first-page":"119","DOI":"10.1002\/(SICI)1099-0909(199809)4:3<119::AID-DYS112>3.0.CO;2-8","volume":"4","author":"Frederickson, N.","year":"1998","journal-title":"Dyslexia: An International Journal of Research and Practice"},{"key":"atypb20","first-page":"75","volume":"1","author":"Ganschow, L.","year":"1995","journal-title":"Dyslexia: An International Journal of Research and Practice"},{"key":"atypb21","volume-title":"Test of Visual-Perceptual Skills (non-motor)","author":"Gardner, M.F.","year":"1996"},{"key":"atypb22","doi-asserted-by":"publisher","DOI":"10.1207\/s1532799xssr1002_4"},{"key":"atypb23","unstructured":"Goswami, U. 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