Analysis of Psycholinguistic and Intelligence Factors in Chinese Children with Dyslexia

Abstract

Aims: To probe the developing factors for both general intelligence and special linguistic abilities on children with dyslexia. Study Design: Dyslexia outpatients were screened from The Chinese Capital Institute of Pediatrics following the ICD-10-CM (International Classification of Diseases), and retested in laboratory again after consent form was obtained from participants. Methodology: To conduct the Chinese psycholinguistic assessment, the WISC-III intelligence test, and the questionnaire survey on early developing factors. The data were input Excel and analyzed with SPSS16. Results: 1) Unbalanced equilibrium was responsible for the development of phonological score (PS) and orthographic score (OS) of psycholinguistic assessment; 2) Some units of intellectual development delays were at different degrees; 3) With a score of 90 as the boundary value comparison used by full intelligence quotient (FIQ) groups, the receiver operating characteristic (ROC) curve showed significantly on the automatic level and closer processes of psycholinguistic. With a score of 85 as the boundary value comparison used by psycholinguistic groups, most factors in the general IQ showed significant positive relationship, but some factors showed a negative relationship regarding the information and arithmetic portion of the verbal intelligence quotient (VIQ), and a significantly negative relationship on the coding of the performance intelligence quotient (PIQ). 4) The early motion development and single syllable pronunciation of children with dyslexia was slightly underdeveloped. Conclusions: Children with dyslexia should be focused on balance between their abilities relating psycholinguistic factors. The general intelligence factors have alternately relationships with psycholinguistic factors. At the same time, close attention should be paid to early intelligence problems, such as macro motor delays.