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维吾尔语发展性阅读障碍儿童语音意识特点 总被引：2，自引：1，他引：1
通过比较四年级的维吾尔语发展性阅读障碍儿童和普通儿童在不同表征水平上的语音意识能力,发现在有关语音意识若干因素的测验上,阅读障碍儿童只是在音位意识上比普通儿童落后;而在其它更大表征单元的语音意识能力上,如音节意识和首音-韵脚意识上阅读障碍儿童没有落后.表明具有透明正字法的维吾尔语发展性阅读障碍儿童在细小的语音表征和操作能力上存在落后,表现出了跨文字一致性特点;在较大单元的语音表征和操作能力上不存在落后,表现出了透明文字的特点. 相似文献
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本研究选取30名6～7岁汉语孤独症儿童与30名普通儿童作为被试,探讨学龄前高功能孤独症儿童在口头叙事语篇中的会话修正行为.结果发现:在会话交际中,孤独症儿童产出的指称歧义显著多于普通儿童;针对各种会话阻碍,孤独症儿童较少启动自我修正,对他人的修正引导倾向于使用添加或转移话题策略,且协同多模态资源来实现交际目的的能力相对... 相似文献
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汉语阅读障碍儿童识字状况测验的编制 总被引：1，自引：0，他引：1
本研究编制了一套汉语阅读障碍儿童识字状况测验(CCLD)。CCLD测验既可以静态地反映儿童当前的识字总量,又可以动态地反映儿童的识字能力,对阅读障碍的诊断具有辅助作用。研究一将CCLD测验在113名3-5年级普通小学生群体中进行了试测,结果表明它具有良好的信度、效度、难度和区分度指标。研究二通过在3名阅读水平落后儿童中的试测,发现该测验能有效地区分阅读障碍引起的识字问题与非阅读障碍原因导致的识字问题。 相似文献
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本文旨在探讨汉语发展性阅读障碍儿童的语言加工技能缺陷及其对汉语阅读的影响.以58对汉语发展性阅读障碍儿童和正常对照组儿童为被试,进行语音意识、语素意识、命名速度和汉语阅读技能测试.结果发现:(1)汉语发展性阅读障碍组各项语言加工技能指标均低于对照组;(2)各项语言加工技能与汉语识字及阅读理解均有中等程度相关,可 在一定程度上预测汉语阅读水平,但总预测率低于50％;(3)识字水平在各项语言加工技能与阅读理解之间均起完全中介作用.研究结果显示:语言加工缺陷是汉语发展性阅读障碍 的重要发生机制,它通过影响识字水平进而影响阅读理解水平. 相似文献
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发展性阅读障碍儿童语篇阅读中的笔画数效应 总被引：1，自引：1，他引：0
采用识字量测试、拼音测试、阅读理解测试、正字法测试、快速命名测试五项测试任务从小学五年级120名学生和小学三年级132名学生中筛选出五年级11名阅读障碍生和三年级12名能力匹配生,利用眼动技术对汉语阅读障碍儿童语篇阅读过程的眼动特征及其视觉认知加工特点进行了初步探索。结果表明：两组被试在平均注视时间、平均眼跳幅度和总注视时间三项指标上均没有显著差异,在目标词的眼动指标上也差异不显著。两组被试均发现显著的笔画数效应。以上结果支持了发展性阅读障碍只是一般的发展落后的观点。 相似文献
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本文对拼音文字体系的发展性阅读障碍儿童的语音意识研究进行了总结,在此基础上针对汉语发展性阅读障碍儿童语音意识的研究进行分析,归纳.汉语阅读障碍儿童语音意识研究的被试取样、筛查标准、测验方法存在问题,导致语音意识的研究结论差异比较大.最后,探讨了汉语的特异性,语音意识研究应该切合汉语的特点,在被试取样、筛查标准、测验内容等方面规范该领域的研究. 相似文献
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Connie Suk-han Ho 《Reading and writing》2014,27(9):1673-1701
The present 4-year longitudinal study examined preschool predictors of Grade 1 dyslexia status in a Chinese population in Hong Kong where children started learning to read at the age of three. Seventy-five and 39 Chinese children with high and low familial risk respectively were tested on Chinese word reading, oral language skills, morphological awareness, phonological skills, rapid naming, and print-related skills from age 4 to 6 and a standardized dyslexia test at age 7. Results showed that children of the high risk group performed significantly worse than the low risk group in Chinese literacy, phonological awareness, and orthographic skills at age 7. All the children with dyslexia had word reading difficulties in at least one preschool year. Results of the logistic regression showed that preschool verbal production, syllable deletion, and letter naming were the best predictors of dyslexia outcome at age 7. As in alphabetic languages, preschool oral language skills like verbal production, phonological skills, and print-related skills are the most significant predictors of children’s later reading difficulties. 相似文献
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《Scientific Studies of Reading》2013,17(4):309-333
We examined the oral and written spelling performance on the Treiman-Bourassa Early Spelling Test (Treiman & Bourassa, 2000a) of 30 children with serious reading and spelling problems and 30 spelling-level-matched younger children who were progressing normally in learning to read and spell. The 2 groups' spellings were equivalent on a composite measure of phonological and orthographic sophistication, representation of the phonological skeleton of the items, and orthographic legality. The groups showed a similar advantage for words over nonwords on the phonological skeleton and orthographic legality measures. The children with dyslexia and the comparison children also showed an equivalent advantage for written over oral spelling on the composite and phonological skeleton measures. Further analyses revealed that children with dyslexia made many of the same linguistically based errors as typically developing children but also pointed to some subtle differences between the groups. Overall, the spelling performance of children with dyslexia appears to be quite similar to that of normally progressing younger children. 相似文献
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F.N. Potter 《Journal of Research in Reading》1987,10(1):43-56
Data are presented which show striking differences between the characteristics of oral reading errors made to content and function words. Content word errors tend to be graphically similar but contextually unacceptable, whereas the reverse is true for errors made to function words — which are contextually acceptable but graphically dissimilar. This was true for two samples: for one child reading a total of 2,588 words, and for 12 children reading about 450 words each. There were however differences between the samples, and reasons for these are discussed. It is argued that some errors are better viewed not as errors in word recognition, but as post-recognition errors — that is, errors which occur even when the word has been correctly identified. The errors in this study are also compared with those made by an adult with acquired deep dyslexia reading words in isolation, and similarities between the two sets of errors were observed. Finally it is concluded that teachers and researchers should (1) categorize errors into visual, semantic, derivational and function word errors, (2) should calculate the proportion of function word errors, and (3) bear in mind that oral reading errors may occur even when words are correctly recognised. 相似文献
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Children aged 11–12 years with a diagnosis of dyslexia (DR) were compared to chronological and reading-age matched poor readers (PR), and two normal reader groups, age-matched (CA) and spelling and reading-age matched (SA–RA), on their processing of inflectional morphology. In comparison to SA–RAs and PRs, the DRs made more spelling errors on regular past tense verb endings relative to irregular past tense verbs and non-verbs. In reading, the DRs took longer than the other groups to make decisions in the written but not oral condition of a tense judgement task. In addition, they were less affected than the PR and SA–RA groups by case altered disruption to the morpheme boundary of inflected verbs. The findings suggest dyslexic children do not show deficits in morphological processing in spoken language, but they are slower at reading and less accurate at spelling regularly inflected verbs compared with normally developing younger children. This difference could plausibly be accommodated within the Phonological Deficit Hypothesis of dyslexia. 相似文献
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Athanassios Protopapas Aikaterini Fakou Styliani Drakopoulou Christos Skaloumbakas Angeliki Mouzaki 《Reading and writing》2013,26(5):615-646
In this study we propose a classification system for spelling errors and determine the most common spelling difficulties of Greek children with and without dyslexia. Spelling skills of 542 children from the general population and 44 children with dyslexia, Grades 3–4 and 7, were assessed with a dictated common word list and age-appropriate passages. Spelling errors were classified into broad categories, including phonological (graphophonemic mappings), grammatical (inflectional suffixes), orthographic (word stems), stress assignment (diacritic), and punctuation. Errors were further classified into specific subcategories. Relative proportions for a total of 11,364 errors were derived by calculating the opportunities for each error type. Nondyslexic children of both age groups made primarily grammatical and stress errors, followed by orthographic errors. Phonological and punctuation errors were negligible. Most frequent specific errors were in derivational affixes, stress diacritics, inflectional suffixes, and vowel historical spellings. Older children made fewer errors, especially in inflectional suffixes. Dyslexic children differed from nondyslexic ones in making more errors of the same types, in comparable relative proportions. Spelling profiles of dyslexic children did not differ from those of same-age children with poor reading skills or of younger children matched in reading and phonological awareness. In conclusion, spelling errors of both dyslexic and nondyslexic children indicate persistent difficulty with internalizing regularities of the Greek orthographic lexicon, including derivational, inflectional, and word (stem) families. This difficulty is greater for children with dyslexia. 相似文献
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This paper describes two studies that examined the lexical tone awareness of Chinese children both with and without dyslexia at different primary school ages.Study 1 examined the contributions of lexical tone awareness to distinguish children with and without dyslexia with respect to their Chinese character reading skills. Two hundred and seventy Chinese children participated in Study 1. Ninety of these were children with dyslexia (equally recruited from second, fourth, and sixth grades). Moreover, ninety children functioned as a chronological-age control group, and an additional ninety children functioned as a reading-level control group. The participants were tested for nonverbal intelligence, Chinese character reading, and cognitive-linguistic skills and lexical tone awareness. Our results revealed a later developmental ceiling in Chinese children with dyslexia than in those without dyslexia. Furthermore, children’s lexical tone awareness could serve to distinguish children with dyslexia from typically developing children in all primary school years.Study 2 compared the lexical tone awareness and Chinese character reading skills of Chinese children with dyslexia both before and after introducing the Perceptual Training Method. The participants in this study consisted of all the participants with dyslexia from Study 1, and the measurements were the Chinese character reading test and the lexical tone awareness task from Study 1. Our results revealed that only second-grade children with dyslexia gained substantially from the training on both lexical tone awareness and character naming, whereas those in the fourth grade obtained a significant improvement only on lexical tone awareness. 相似文献
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为了探讨汉语阅读困难和普通儿童短时记忆缺陷的原因,本研究从北京13个小学筛选出阅读困难儿童并配以相当数量的正常阅读儿童参加数字、汉字短时记忆及阅读测试。方差分析和分层回归分析表明阅读困难者短时记忆显著落后于普通读者,短时记忆的缺陷存在于记忆容量和提取效率上,且受阅读能力的影响。 相似文献
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比较汉语发展性阅读障碍儿童和阅读正常儿童完成同音语素分辨任务和语素构词任务的情况,测查汉语发展性阅读障碍儿童的语素分辨及运用能力。研究一考察了语素分辨能力,结果发现:与阅读正常儿童相比,阅读障碍儿童完成语素分辨任务的反应时更长、准确率更低。研究二考察了语素运用能力,结果发现:与阅读正常儿童相比,阅读障碍儿童完成语素运用相关任务的反应时更长、正确率更低。两个研究的结果提示我们,汉语发展性阅读障碍儿童存在语素意识缺陷,从语素分辨能力到语素运用能力的落后,说明语素意识缺陷是造成汉语发展性阅读障碍的重要原因,汉语的语素意识在儿童阅读中起着至关重要的作用。 相似文献
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K. Gross-Glenn Bonnie Jallad Loriana Novoa Valerie Helgren-Lempesis H. A. Lubs 《Reading and writing》1990,2(2):161-173
We examined Nonsense-Passage oral reading in adults, using data derived from new and previously published studies (Finucci et al 1976, Gross-Glenn et al 1985). Time-scores and error-frequency data are presented for five samples of non-dyslexic readers with a minimum of a high-school education and no childhood history of dyslexia (N=127). Considerable uniformity is demonstrated across these samples, and reading performance of non-dyslexic individuals contrasts sharply with that observed in four samples of adult familial dyslexics. Both affected and compensated-affected dyslexic subjects read the passages significantly more slowly and with more errors than did nondyslexic readers. Results are discussed in relation to the cognitive and neural processes that may underlie this specific reading difficulty in dyslexics. We have found Nonsense-Passage reading to be especially useful in family studies of inherited dyslexia as a means of quantifying oral reading deficits in adults who have learned to compensate for their children reading difficulties. 相似文献