The Roles of Various Forms of Attention in Temporal Processing Deficits in Chinese Children With and Without Dyslexia

Abstract

This study examined the extent to which Chinese children with dyslexia show temporal processing deficits in addition to deficits in various forms of attention. In total, 104 Chinese children in primary school (Grades 3–6) were recruited in Taiwan. Half of the children were identified as having dyslexia, and the other half were typically developing children who were matched by gender, IQ, and age with the children with dyslexia. Our results indicated that Chinese children with dyslexia performed significantly worse on tasks of temporal processing, selective attention, and switching attention. Furthermore, both visual and auditory temporal processing, in addition to various attention types, could be significant distinguishing predictors between the two groups. Moreover, we found that visual temporal processing, but not auditory temporal processing, significantly contributed to Chinese character reading. This study was among the first to confirm the unique role of visual temporal processing in Chinese character reading.

Keywords

reading learning disabilities identification thinking/cognition

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