References
- Badian, N. A. (1997). Dyslexia and the double deficit hypothesis. Annals of Dyslexia, 47, 69–87.
- Bartolo, A., Benuzzi, F., Nocetti, L., Baraldi, P., & Nichelli, P. (2006). Humor comprehension and appreciation: An fMRI study. Journal of Cognitive Neuroscience, 18(11), 1789–1798.
- Birch, S., & Chase, C. (2004). Visual and language processing deficits in compensated and uncompensated college students with dyslexia. Journal of Learning Disabilities, 37(5), 389–410.
- Brownell, H. H., Michel, D., Powelson, J., & Gardner, H. (1983). Surprise but not coherence: Sensitivity to verbal humor in right-hemisphere patients. Brain and Language, 18(1), 20–27.
- Bruno, R. M., Johnson, J. M., & Simon, J. (1987). Perception of humor by regular class students and students with learning disabilities or mild mental retardation. Journal of Learning Disabilities, 20(9), 568–570.
- Carriedo, N., Corral, A., Montoro, P. R., Herrero, L., Ballestrino, P., Sebastián, I., & Filik, R. (2016). The development of metaphor comprehension and its relationship with relational verbal reasoning and executive function. PLOS One, 11(3), e0150289.
- Chen, Y., & Wang, W. (2020). Translating English humor into Chinese subtitles: A semiotic perspective. Perspectives. Advanced online publication. doi: 10.1080/0907676X.2020.1815814.
- Chung, K. K., McBride-Chang, C., Wong, S. W., Cheung, H., Penney, T. B., & Ho, C. S. (2008). The role of visual and auditory temporal processing for Chinese children with developmental dyslexia. Annals of Dyslexia, 58(1), 15–35.
- Degabriele, J., & Walsh, I. P. (2010). Humour appreciation and comprehension in children with intellectual disability. Journal of Intellectual Disability Research, 54(6), 525–537.
- de Oliveira, D. G., da Silva, P. B., Dias, N. M., Seabra, A. G., & Macedo, E. C. (2014). Reading component skills in dyslexia: Word recognition, comprehension and processing speed. Frontiers in Psychology, 5, 1339.
- Elbro, C. (1998). When reading is “readn” or somthn. Distinctness of phonological representations of lexical items in normal and disabled readers. Scandinavian Journal of Psychology, 39(3), 149–153.
- Flaskerud, J. H. (2014). It’s funny here. Is it there? Issues in Mental Health Nursing, 35(11), 898–901.
- Han, J. (2012). Chinese characters. Cambridge: Cambridge University Press.
- Ho, C. S., Chan, D. W., Lee, S. H., Tsang, S. M., & Luan, V. H. (2004). Cognitive profiling and preliminary subtyping in Chinese developmental dyslexia. Cognition, 91(1), 43–75.
- Ho, C. S., Chan, D. W., Tsang, S. M., & Lee, S. H. (2002). The cognitive profile and multiple-deficit hypothesis in Chinese developmental dyslexia. Developmental Psychology, 38(4), 543–553.
- Hosmer, D. W., & Lemeshow, S. (2005). Applied Logistic Regression (2nd ed.). New York: John Wiley & Sons, Inc.
- Huang, H. S. (2001). Graded Chinese character recognition test. Taipei, Taiwan: Psychological Publishing Co., Ltd.
- Hung, L. Y., & Fang, J. Y. (2006). Test on phonetic radicals. Taipei, Taiwan: Ministry of Education.
- Klesius, J., Laframboise, K. L., & Gaier, M. (1998). Humorous literature: Motivation for reluctant readers. Literacy Research and Instruction, 37(4), 253–261.
- Li, H.-T. (1977). The history of Chinese character. Taipei, TW: Lian-Jian.
- Lin, H.-F. (2007). Effects of extrinsic and intrinsic motivation on employee knowledge sharing intentions. Journal of Information Science, 33(2), 135–149.
- Liu, D. (2014). Visual-spatial attention and its relationship with reading. In K. K. H. Chung, K. C. P. Yuen, & D. M. McInerney (Eds.), Understanding developmental disorders of auditory processing, language and literacy across languages: Perspectives (pp. 169–188). Greenwich CT: Information Age Press.
- Liu, D., Chen, X., & Chung, K. K. H. (2015). Performance in a visual search task uniquely predicts reading abilities in third-grade Hong Kong Chinese children. Scientific Studies of Reading, 19(4), 307–324.
- Liu, D., Chen, X., & Wang, Y. (2016). The impact of visual-spatial attention on reading and spelling in Chinese children. Reading and Writing, 29(7), 1435–1447.
- Lyon, G. R., Shaywitz, S. E., & Shaywitz, B. A. (2003). A definition of dyslexia. Annals of Dyslexia, 53(1), 1–14.
- Mahony, D. L., & Mann, V. A. (1992). Using children’s humor to clarify the relationship between linguistic awareness and early reading ability. Cognition, 45(2), 163–186.
- Meyers, J. E., & Meyers, K. R. (1995). Rey complex figure test and recognition trial professional manual. Odessa, FL: Psychological Assessment Resources.
- Murphy, L., & Pollatsek, A. (1994). Developmental dyslexia: Heterogeneity without discrete subgroups. Annals of Dyslexia, 44(1), 120–146.
- Olulade, O. A., Gilger, J. W., Talavage, T. M., Hynd, G. W., & McAteer, C. I. (2012). Beyond phonological processing deficits in adult dyslexics: Atypical fMRI activation patterns for spatial problem solving. Developmental Neuropsychology, 37(7), 617–635.
- Orekoya, O. S., Chan, E. S. S., & Chik, M. P. Y. (2014). Humor and reading motivation in children: Does the tickling work? International Journal of Education, 6(1), 61–72.
- Rajaram, V., & Lakshminarayanan, V. (2013). Visual attention deficits in reading disability. Optometry & Visual Performance, 1(4), 141–148. Retrieved from: https://www.ovpjournal.org/uploads/2/3/8/9/23898265/ovp1-4_article_rajaram_web.pdf
- Raven, J., Raven, J. C., & Court, J. H. (2003). Manual for Raven’s progressive matrices and vocabulary scales, General overview (Vol. 1). San Antonio, TX: Harcourt Assessment.
- Reiter, A., Tucha, O., & Lange, K. W. (2005). Executive functions in children with dyslexia. Dyslexia, 11(2), 116–131.
- Schultz, C. B., & Pomerantz, M. (1976). Achievement motivation, locus of control, and academic achievement behavior. Journal of Personality, 44(1), 38–51.
- Semrud-Clikeman, M., & Glass, K. (2008). Comprehension of humor in children with nonverbal learning disabilities, reading disabilities, and without learning disabilities. Annals of Dyslexia, 58(2), 163–180.
- Semrud-Clikeman, M., & Glass, K. (2010). The relation of humor and child development: Social, adaptive, and emotional aspects. Journal of Child Neurology, 25(10), 1248–1260.
- Shu, H., McBride-Chang, C., Wu, S., & Liu, H. (2006). Understanding Chinese developmental dyslexia: Morphological awareness as a core cognitive construct. Journal of Educational Psychology, 98(1), 122–133.
- Stanovich, K. E. (1988). The right and wrong places to look for the cognitive locus of reading disability. Annals of Dyslexia, 38(1), 154–177.
- Stanovich, K. E. (1991). Discrepancy definitions of reading disability: Has intelligence led us astray? Research Quarterly, 26, 7–29.
- Stein, J. (2001). The magnocellular theory of developmental dyslexia. Dyslexia, 7(1), 12–36.
- Stein, J., & Walsh, V. (1997). To see but not to read; the magnocellular theory of dyslexia. Trends in Neurosciences, 20(4), 147–152.
- Suls, J. M. (1972). A two-stage model for the appreciation of jokes and cartoons. In P. E. Goldstein & J. H. McGhee (Eds.), The psychology of humour. Theoretical perspectives and empirical issues (pp. 81–100). New York: Academic Press.
- Tallal, P. (1980). Auditory temporal perception, phonics, and reading disabilities in children. Brain and Language, 9(2), 182–198.
- Tsakona, V. (2009). Humor and image politics in parliamentary discourse: A Greek case study. Text & Talk - an Interdisciplinary Journal of Language, Discourse Communication Studies, 29(2), 219–237.
- Țurcan, A., & Filik, R. (2016). An eye-tracking investigation of written sarcasm comprehension: The roles of familiarity and context. Journal of Experimental Psychology. Learning, Memory, and Cognition, 42(12), 1867–1893.
- Wang, L.-C., Liu, D., Chen, J.-K., & Wu, Y.-C. (2018). Processing speed of dyslexia: The relationship between temporal processing and rapid naming. Reading and Writing, 31(7), 1645–1668.
- Wang, L.-C., & Yang, H.-M. (2014). Classifying Chinese children with dyslexia by dual-route and triangle models of Chinese reading. Research in Developmental Disabilities, 35(11), 2702–2713.
- Wang, L.-C., & Yang, H.-M. (2018). Temporal processing development in Chinese primary school-aged children with dyslexia. Journal of Learning Disabilities, 51(3), 302–312.
- Weyandt, L. L., Rice, J. A., Linterman, I., Mitzlaff, L., & Emert, E. (1998). Neuropsychological performance of a sample of adults with ADHD, developmental reading disorder, and controls. Developmental Neuropsychology, 14(4), 643–656.
- Wolf, M., & Bowers, P. G. (1999). The double-deficit hypothesis for the developmental dyslexias. Journal of Educational Psychology, 91(3), 415–438.
- Wolf, M., & Bowers, P. G. (2000). Naming-speed processes and developmental reading disabilities: An introduction to the special issue on the double-deficit hypothesis. Journal of Learning Disabilities, 33(4), 322–324.
- Yuill, N. (1996). A funny thing happened on the way to the classroom: Jokes, riddles, and metalinguistic awareness in understanding and improving poor comprehension in children. In C. Cornoldi & J. Oakhill (Eds.), Reading comprehension difficulties: Processes and intervention (pp. 193–220). Mahwah, NJ: Erlbaum.
- Yuill, N. (2007). Visiting joke city: How can talking about jokes foster metalinguistic awareness in poor comprehenders? In D. S. McNamara (Ed.), Reading comprehension strategies: Theories, interventions and technologies (pp. 325–345). Mahwah, NJ: Erlbaum.