Decoding the Bilingual Puzzle with Accommodation-Assimilation Hypothesis Perspective: Salvaging English Literacy in Chinese Children with Dyslexia through Letter-Sound-Correspondence Processing Skills

This study examines literacy development in dyslexic Hong Kong Chinese children. Individual-differences analyses and interventions both underscored the importance of phonics skills in English reading. Dyslexic sub-groups with and without phonic delays did not differ on Chinese reading. The Accommodation-Assimilation hypothesis explains cross-language transfer of reading difficulties from previous studies.