Background: This study sought to identify cognitive abilities that might distinguish Hong
Kong Chinese kindergarten children at risk for dyslexia through either language delay or
familial history of dyslexia from children who were not at risk and to examine how these
abilities were associated with Chinese word recognition. The cognitive skills of interest were
syllable awareness, tone detection, rapid automatised naming, visual skill, and
morphological awareness. Method: We recruited 36 children whose sibling had been …