Il ruolo della consapevolezza fonologica nell’acquisizione della lettura dei caratteri cinesi in studenti sinofoni dislessici: un’analisi preliminare

The present work aims at investigating the role of phonological awareness in the acquisition of Chinese characters reading in Chinese students with dyslexia. The Hypothesis of Phonological Deficit, which explains some objective difficulties in dyslexic individuals related to phonological awareness, has given rise to many interventions on the subjects, even in cross-linguistic contexts: the difficulty in phonological awareness would indeed be common to all dyslexic individuals regardless of their language background (Smythe et al. 2004). Despite this globally recognized assumption, several studies demonstrate that dyslexia is shaped by language-specific characteristics and that the Western models for measuring reading acquisition are not entirely effective in describing how dyslexia manifests in logographic writing systems. From this perspective, an in-depth analysis of the role played by phonological awareness may lead to a better understanding of the processes underlying the reading acquisition of Chinese characters. It may also help identify the most effective instructional methods aimed at fostering reading abilities among Chinese dyslexic students.