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Dyslexia and Traumatic Experiences


Edited By Evelin Witruk, Shally Novita, Yumi Lee and Dian Sari Utami

This book focuses on dyslexia and traumatic experiences. It strives towards fostering a scientific exchange that promotes emergence of synergy effects and real progress in the understanding of dyslexia, psychological trauma, and stress experiences, as well as special methodological problems of qualitative research. The international and interdisciplinary team includes authors from Indonesia, Sri Lanka, Morocco, Sudan, South Africa, South Korea, Iran, China, Portugal, and Germany. The main topics of the book relate to dyslexia with some new perspectives on this old phenomenon, to traumatic experiences, to intervention methods and to some special methodical problems, particularly in qualitative research methods.
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Guangshu Gu & Dian Sari Utami - Family Elements of Reading Problems among Children in a Chinese Environment


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Guangshu Gu1 & Dian Sari Utami2

1 Wuhan Textile University, China

2 Islamic University of Indonesia, Indonesia

Family Elements of Reading Problems among Children in a Chinese Environment

Abstract. Chinese has a morph syllabic writing system, which makes it different and unique compared to Western languages. The character and basic units represent a morpheme as well as a syllable. Chinese children learn this language in the family as the first and basic element to learn and imitate. This article will further explain the family elements as both risk and protective factors that are assumed to influence the reading problems among children in a Chinese environment.

Keywords: family elements, Chinese language, children’s reading problems.

1 Introduction

Until several decades ago, it was believed that children’s reading problems existed only in Western languages. Chinese, which is different from the Western alphabetic writing system, is a morph syllabic writing system. Its basic unit and character represent a morpheme as well as a syllable. Although Chinese is the native language of the largest population in the world, there is relatively little research on Chinese reading problems until the end of the 1970s (Shu, Meng, Chen, Luan, & Cao, 2005).

Family is the first place for children to learn, and parents are the first teachers for the children to learn and imitate. In children’s learning, a significant effect occurs from the family’s reading habits, the reading...

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