Ng, Kwun Kei. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (leaves 74-85). / Abstracts in English and Chinese. / Abstract (English) --- p.i / Abstract (Chinese) --- p.iii / Acknowledgement --- p.iv / Table of Contents --- p.vi / List of Tables --- p.viii / List of Figures --- p.ix / Chapter Chapter 1: --- Introduction --- p.1 / Rapid Naming in Chinese Dyslexic Children: A Glimpse --- p.1 / What is Rapid Naming --- p.2 / Processing Speed Deficit and RAN Deficit in Chinese Dyslexia --- p.5 / Consequence of Processing Speed Deficit: Automaticity --- p.12 / Automaticity and Attention --- p.16 / Discriminative Power of RAN Tasks --- p.19 / Object Rapid Naming --- p.19 / Letter Rapid Naming --- p.21 / Digit Rapid --- p.23 / Adopting ERP and Oddball Task to Investigate RAN Tasks --- p.25 / High-temporal-resolution Electrophysiological Signals --- p.25 / The Oddball Task --- p.26 / The ERPs --- p.28 / Current Study --- p.39 / Chapter Chapter 2: --- Method --- p.41 / Participants --- p.41 / Procedure --- p.41 / Oddball Stimulus Classification Tasks --- p.42 / The RAN Tasks --- p.44 / The Hong Kong Test of Specific Learning Difficulties in Reading and Writing --- p.44 / Chinese Phonology Segmental Test --- p.44 / Raven's Standard Progressive Matrices --- p.45 / Chapter Chapter 3: --- Results --- p.47 / Behavioural Results --- p.47 / ERP Results --- p.55 / Chapter Chapter 4: --- Discussion --- p.59 / Digit Naming and Digit Oddball in Chinese Dyslexia --- p.59 / Letter RAN --- p.63 / Oddball RTs and Response Execution --- p.65 / Limitations and Future Directions: The Issue of Task Demands and the Multiple Deficits Hypothesis --- p.66 / References --- p.74 / Appendix A: ERP Grand Average for the Object Oddball Task --- p.86 / Appendix B: ERP Grand Average for the Letter Oddball Task --- p.87 / Appendix C: ERP Grand Average for the Digit Oddball Task --- p.88

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The purpose of the study is to contribute to knowledge and understanding of how young people with dyslexia think, feel and act. Another aim is to spread knowledge about how young peoples’ schooling, self-concept, academic self-concept and self-esteem are effected by obtaining a dyslexia diagnosis.How was school experienced prior to being diagnosed with dyslexia? How was the period during which the youths received their dyslexia diagnosis experienced? How did students experience school after being diagnosed with dyslexia?The study is theoretically grounded in Anthony Giddens socialization-process, Erving Goffman's dramaturgy and stigmatization as well as Maarit Johnson's dynamic model of self-esteem.The study has a narrative approach where young people's life stories have been in focus. Three in-depth interviews were conducted with adolescents aged 22 who all received a dyslexia diagnosis during their time in secondary school.The stories show that young people periodically was unable to live up to the expectations that the school had on them, which meant that the young people's self-image and self-esteem were affected negatively. Throughout the youths’ time in school they have been met with a social support structure in the form of one or more persons, significant others, who paid attention to their needs which meant that their motivation and academic self-concept significantly increased. The treatment from the people in their surroundings has been decisive for if they would experience themselves as stigmatized or not. The stigmatization caused them to experience lower self-esteem and in two of their stories they express that they experienced emotional strain, which expressed itself in an aggressive or deviant behaviour. They also point out social pressure as a factor, where the youths compared themselves with their classmates and the norms, values and expectations that existed within the school culture; which meant that they perceived themselves as deviants. It appears that the young people during theirschooling, before, during and after being diagnosed with dyslexia, never fully understood the meaning of it. It was not until they got older that they accepted and understood the meaning of dyslexia.