Conclusions and outlook
dyslexia
The current study has shown that children with dyslexia, when facing the task of naming Chinese character in German, were capable of utilizing the unimpaired visuo-spatial sketchpad of working memory to directly access the semantic system. However, in the task of naming characters in Chinese, their error rate increased markedly, while the task performed by the control group demonstrated that the use of the phonological loop was required. Future studies will have to clarify whether children with dyslexia could overcome or compensate for their deficits in naming Chinese characters by being subjected to a more extensive training.