Fig 1.
CONSORT flow diagram of the study.
For details see the following text.
Table 1.
Data at baseline.
Fig 2.
The retina and the stimulus (here the character cat 猫) are seen upside down only by the examiner. The stimulus is seen upright by the child. The Chinese character is fixated with the fovea.
Table 2.
Eye tracking.
Fig 3.
Eye movement variables during reading alphabetic words.
Distribution of group DD and group C. Medians of a) articulation latency, b) number of fixations, and c) fixation duration; p = probability value. Statistically significant differences for a) and b). For details see Table 2.
Fig 4.
Eye movement variables during naming pictures.
Distribution of group DD and group C: Medians for a) articulation latency, b) number of fixations, and c) fixation duration; p = probability value. There was no statistically significant difference between the groups for all 3 eye movement variables. See Table 2 for details.
Fig 5.
Eye movement variables during naming Chinese characters in German.
Distribution of group DD and group C. Medians for a) articulation latency, b) number of fixations, and c) fixation duration; p = probability value. No statistically significant differences. See Table 2 for details.
Fig 6.
Eye movement variables during naming Chinese characters in Chinese: Distribution of group DD and group C.
Medians for a) articulation latency, b) number of fixations, and c) fixation duration; p = probability value. No statistically significant differences for all three variables. See Table 2 for details.
Fig 7.
Correlation between articulation latency for pictures (abscissa) vs. alphabetic words (ordinate).
For pictures, the articulation latencies are widely overlapping between the groups. For alphabetic words, the groups are to a great extend separated. Group DD is slower in word reading. Shorter articulation latencies for words than for pictures are found mainly in group C. Positive statistically significant correlation for group C: Spearman’s Rho, rs(20) = .619**, p = .002; no statistically significant correlation for the children with dyslexia: Spearman’s Rho, rs(16) = .051, p = .842.
Table 3.
Error rate.
Table 4.
Statistical data of problem score PR0-7.
Table 5.
Statistical data of quality of life: LQ0-28.
Fig 8.
Survey regarding Chinese lessons.
Distribution of perceived difficulties while learning Chinese for the children of groups C and DD. Two questions: a) Was it difficult to recall the meaning of the Chinese character (if it was to be named in German)? b) Was it difficult to find the Chinese word for the character? The answers could be: “yes” (white), “sometimes” light grey, and “no” (dark grey). The subjective reports were in agreement with the objective data: The children with dyslexia reported more difficulties, but only for naming in Chinese.