Abstract
This paper explores the existence, features and reasons of reading disability of Chinese speaking children by means of questionnaire and case study. The results indicate that there exist in Chinese-speaking children twofold reading disability: phonological difficulty and single character processing difficulty. The paper expounds the implications of these phenomena in terms of the characteristics of writing system and lexical representation of the Chinese language.
| Keywords: | reading disability; case study; questionnaire; lexical representation |
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