This study reports on the effects of a 1-year parental involvement intervention on reading development of primary school children. The intervention included a teacher and parent training, focusing on teacher-parent communication and parental involvement in homework and reading at home. We used a cluster randomized controlled trial design with…

Rapid automatized naming (RAN) robustly predicts early reading abilities across languages, but its underlying mechanism remains unclear. This study found that RAN associated significantly with processing speed but not with phonological awareness or orthographic knowledge in 89 Hong Kong Chinese second-graders. RAN overlaps more with processing…

It has been well established that poor reading skills in the first grades of primary school can lead to poor reading skills in all coming years. A reading acceleration program (RAP) known to improve reading skills in adults and children with and without reading difficulties (RD) was tested for its effect on children in second grade with standard…

The purpose of the present study was twofold: (a) to examine the extent to which Chinese dyslexic children experience deficits in phonological and orthographic processing skills and (b) to examine if Chinese dyslexia is associated with deficits in Planning, Attention, Simultaneous, and Successive (PASS) processing. A total of 27 Grade 4 children…