Naming Chinese characters
dyslexia
Since we were aware of the phonological deficit of our children with dyslexia, we wanted to avoid a primary disadvantage for the children by requiring phonological processing. This is why we explained the required task just verbally. Thus, we did not use any letter-mediated information during the lessons, neither alphabetic words to explain the meaning, nor the alphabetic transcription of the Chinese characters (Hanyu Pinyin) to explain the Chinese pronunciation. In addition, we let the children use a learning app, which also did not contain any letters, but showed a picture corresponding to the Chinese character that showed the meaning and played audio for the Chinese pronunciation. We surmised that this approach might make learning a logographic script, such as Chinese, easier for the children.For native speakers, reading Chinese characters is an interplay between phonological and semantic processing [