Dyslexia Checklist for Chinese Children – Chinese Version

Description

Dyslexia is a specific type of learning disability caused by neurobiological factors. It is characterized by inaccurate and non-fluent word recognition, as well as difficulties in spelling and decoding. These struggles typically arise from defects in the phonetic components of language, which are usually unrelated to other cognitive abilities or adequate educational opportunities. Secondary consequences may include difficulties in reading comprehension and a reduced reading experience, further hindering vocabulary growth and background knowledge acquisition. The prevalence of dyslexia among school-aged children ranges from 5% to 17.5%. Dyslexia is the most common type of learning disability, with over 80% of individuals with learning disabilities also experiencing dyslexia.

Authors and Contact Email

The Dyslexia Checklist for Chinese Children (DCCC) was developed by the Psychological Health Research Center of Huazhong University of Science and Technology. Contact information is not available.

Purpose

The purpose of the DCCC is to assess the behavioral characteristics and clinical manifestations of dyslexia in Chinese children, particularly those in grades three to five.

Test Year

Information not available.

Administration Method and Scoring

The DCCC is a parent or caregiver-rated scale used to assess a child’s reading behavior in Chinese. Respondents are asked to rate each item based on their observations of the child’s learning situation, especially in language studies, using the following 5-point Likert scale:
1=“从未有此表现” (Never),
2=“很少有” (Rarely),
3=“有时有” (Sometimes),
4=“经常出现” (Often),
5=“总是出现” (Always).
Each item describes a habit, state, or phenomenon of the child, and higher scores indicate more severe dyslexia behaviors.

Reliability and Validity

Information not available.

Factors and Subscales

The DCCC contains eight factors based on the behavioral characteristics and clinical manifestations of dyslexic children. These factors are:
1. 视知觉障碍和视觉—运动协调障碍 (Visual-perceptual disorders and visual-motor coordination disorders)
2. 听知觉障碍 (Auditory perception disorders)
3. 意义理解障碍 (Meaning understanding disorders)
4. 书写障碍 (Writing disorders)
5. 口语障碍 (Oral language disorders)
6. 书面表达障碍 (Written expression disorders)
7. 不良阅读习惯 (Poor reading habits)
8. 注意力障碍 (Attention disorders)

T-scores for each factor are calculated to ensure consistency in comparison, with a normal range set between the 69th and 98th percentiles. A child is diagnosed with dyslexia if any factor is abnormal.

Keywords

Dyslexia, Learning Disability, Reading Comprehension, Chinese Children, Behavioral Assessment

Items in Chinese

1. 经常混淆字母：如将b看成d，p看成q，u看成n，w看成m等。
2. 经常颠倒字的偏旁部首。
3. 阅读时重复阅读同一行或者跳行阅读。
4. 上课或做作业时注意力不集中。
5. 放大字体.减少每页内容或用物件标记读到哪里可以改善阅读。
6. 读字和写字时经常混淆形状相似的字，如“拒”和“柜”。
7. 前后排列错误，例如将was看成saw，将on看成no，将“书写”看成“写书”。
8. 听写中分不清同音字，如“拒”和“据”。
9. 写字字迹非常潦草，笔划不清晰，难以辨认。
10. 常常不理解字、词在句子中的意思。
11. 分不清汉字的声调，如情（第二声），清（第一声）。
12. 计数困难，数学计算能力差。
13. 父母或其他家庭成员也有阅读、语言或书写方面的问题。
14. 看图时，抓不住主要内容，只看到琐碎细节。
15. 口头交际能力差，不善于口语表达。
16. 书写速度慢，经常很晚才完成作业。
17. 听不懂正常速度的谈话，只有缓慢重复时才能理解。
18. 不能按照大人的指令做事情。
19. 无法用学过的字、词造句子。
20. 写字时经常涂抹、修改。
21. 阅读过程中常常分不清读音相近的字，如“轻”和“清”。
22. 不能熟练使用汉语拼音。
23. 听不懂口头讲解，跟不上正常的学习速度。
24. 朗读时经常读着读着不知读到何处。
25. 不理解“上下”、“周围”、“首尾”、“前后”、“向上”和“向下”等方位概念。
26. 认字能力虽好，却不知道字的意义。
27. 儿童难以记住公式、乘法口诀等。
28. 写字容易写错，如总是多一笔或少一笔。
29. 不理解时间关系：如昨天、今天和明天，前与后，15分钟与2小时，快与慢等。
30. 没有幽默感，听不懂玩笑话或双关语。
31. 写作吃力，语文测验时作文分数低。
32. 不理解人的情绪，如不领会“愉快”、“反感”之类的情绪表现。
33. 难以掌握数学概念（例如多与少，大于与小于）；不会估算。
34. 重复别人所说的数字时，超不过六位数字。
35. 熟练掌握的词汇很少。
36. 常常不愿朗读或朗读时发音不清晰。
37. 朗读时总是丢字、加字、改字、串字。
38. 记不住物品名称，只能说“那个东西”。
39. 写字常常超出格子。
40. 富于说服力和表现力的语言太少。
41. 写作能力差：标点符号、空一行、空两格等等常搞错。
42. 阅读时喜欢出声。
43. 朗读时总是反复重复某些字词。
44. 常常认不出或不知道学过的字是什么意思。
45. 易记住人名而不易记住人脸。
46. 语文考试时阅读理解部分得分低。
47. 不喜欢阅读，也不喜欢听人阅读。
48. 写字、画画时笔划不均匀，歪歪斜斜。
49. 孩子不经常阅读课外读物。
50. 能正确阅读，但是有口无心，理解较差。
51. 考试或写作业时，常常出现题意理解错误。
52. 阅读写作又慢又差。
53. 语言表达尚可，但写的作文过于简单，内容枯燥。
54. 经常忘记一个学过的字应该怎样写。
55. 读书时常常有看不清楚，或者看到的字有颤抖和闪烁的感觉。
56. 对大人的吩咐，前讲后忘记。
57. 数学应用题常常不能正确解答，数学考试时应用题部分得分低。

Items in English

1. Often confuses letters: e.g., sees b as d, p as q, u as n, w as m, etc.
2. Often reverses radicals in characters.
3. Repeats reading the same line or skips lines when reading.
4. Has difficulty concentrating in class or while doing homework.
5. Enlarging font, reducing content per page, or using objects to mark reading positions can improve reading.
6. Frequently confuses similarly shaped characters when reading and writing, such as “拒” and “柜.”
7. Mistakes in order, such as seeing was as saw, on as no, or “书写” as “写书.”
8. Confuses homophones in dictation, such as “拒” and “据.”
9. Handwriting is often very poor and difficult to read.
10. Often does not understand the meaning of characters and words in sentences.
11. Cannot distinguish tonal differences in Chinese characters, like 情 (second tone) and 清 (first tone).
12. Has difficulty counting and poor math calculation ability.
13. Parents or family members also have reading, language, or writing issues.
14. When looking at pictures, fails to grasp the main content, only seeing trivial details.
15. Poor oral communication skills, not good at verbal expression.
16. Slow writing speed, often finishes homework late.
17. Cannot understand normal-speed conversations, can only comprehend when repeated slowly.
18. Cannot follow instructions given by adults.
19. Unable to create sentences using learned words and phrases.
20. Frequently erases or modifies while writing.
21. Often cannot distinguish between phonetically similar characters during reading, such as “轻” and “清.”
22. Cannot proficiently use Chinese Pinyin.
23. Does not understand verbal explanations, cannot keep pace with normal learning speed.
24. Often loses track of where they are while reading aloud.
25. Does not understand spatial concepts such as “up and down,” “surroundings,” “start and end,” “front and back,” “upward” and “downward,” etc.
26. Good character recognition ability but does not know the meaning of characters.
27. Children find it difficult to remember formulas, multiplication tables, etc.
28. Easily writes errors, such as always adding or omitting strokes.
29. Does not understand time relations: such as yesterday, today, and tomorrow, front and back, 15 minutes and 2 hours, fast and slow, etc.
30. Lacks a sense of humor, does not understand jokes or puns.
31. Writing is laborious, low scores in writing tests.
32. Does not understand human emotions, such as failing to comprehend emotional displays like “happy” or “disgusted.”
33. Struggles with math concepts (e.g., more and less, greater than and less than); cannot estimate.
34. Cannot repeat numbers stated by others exceeding six digits.
35. Has a limited vocabulary.
36. Often reluctant to read aloud or mispronounces when reading aloud.
37. Consistently omits, adds, changes, or jumbles characters when reading aloud.
38. Cannot remember names of objects, only refers to them as “that thing.”
39. Handwriting often exceeds the lines.
40. Lacks persuasive and expressive language.
41. Poor writing skills: often confuses punctuation, spacing, etc.
42. Enjoys reading aloud.
43. Often repeats certain words when reading aloud.
44. Often fails to recognize or does not know the meanings of learned characters.
45. Easily remembers names but struggles to recognize faces.
46. Scores low in reading comprehension during language exams.
47. Dislikes reading and does not enjoy listening to others read.
48. Writes or draws with uneven strokes, often crooked.
49. Does not frequently read extracurricular books.
50. Reads correctly but lacks understanding, with poor comprehension.
51. Frequently misunderstands questions during exams or homework.
52. Reading and writing are both slow and poor.
53. Verbal expression is acceptable, but written compositions are too simple and lack content.
54. Often forgets how to write a learned character.
55. Often sees unclear characters when reading or experiences shaking and flickering letters.
56. Forgets instructions given by adults shortly after being told.
57. Frequently fails to correctly solve math application problems, scoring low on applied questions in math exams.

References

邹宇量.汉语阅读障碍儿童的汉字和图形启动效应[D].华中科技大学,2008.
刘玲飞.儿童汉语阅读障碍遗传易感性和家庭环境及其交互作用研究[D].华中科技大学,2018.