Please use this identifier to cite or link to this item: http://hdl.handle.net/10397/8704
Title: Writing to dictation and handwriting performance among Chinese children with dyslexia : relationships with orthographic knowledge and perceptual-motor skills
Authors: Cheng-Lai, A
Li-Tsang, CWP 
Chan, AHL
Lo, AGW
Keywords: Chinese
Dictation
Dyslexia
Handwriting
Orthographic
Perceptual-motor skills
Issue Date: 2013
Publisher: Pergamon Press
Source: Research in developmental disabilities, 2013, v. 34, no. 10, p. 3372-3383 How to cite?
Journal: Research in developmental disabilities 
Abstract: The purpose of this study was to investigate the relationships between writing to dictation, handwriting, orthographic, and perceptual-motor skills among Chinese children with dyslexia. A cross-sectional design was used. A total of 45 third graders with dyslexia were assessed. Results of stepwise multiple regression models showed that Chinese character naming was the only predictor associated with word dictation (β= .32); handwriting speed was related to deficits in rapid automatic naming (β= -.36) and saccadic efficiency (β= -.29), and visual-motor integration predicted both of the number of characters exceeded grid (β= -.41) and variability of character size (β= -.38). The findings provided support to a multi-stage working memory model of writing for explaining the possible underlying mechanism of writing to dictation and handwriting difficulties.
URI: http://hdl.handle.net/10397/8704
ISSN: 0891-4222
EISSN: 1873-3379
DOI: 10.1016/j.ridd.2013.06.039
Rights: © 2013 Elsevier Ltd. All rights reserved
NOTICE: this is the author’s version of a work that was accepted for publication in Research in Developmental Disabilities. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Research in Developmental Disabilities, vol. 34, no. 10 (2013), DOI: 10.1016/j.ridd.2013.06.039
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