发展性阅读障碍儿童音、形、义加工特点

发布时间：2018-04-12 21:25

本文选题：发展性阅读障碍 + 语音加工　；参考：《辽宁师范大学》2013年硕士论文

【摘要】：发展性阅读障碍是一种常见的学习障碍,近年来,发展性阅读障碍引起了越来越多研究者的关注和重视。迄今为止,以拼音文字为主的西方国家对发展性阅读障碍的研究已取得相当程度的进展,而作为表意文字的汉语由于自身所特有的区别于表音文字的特点,加上对汉语阅读障碍的研究起步较晚,使得目前在该领域的研究结果和结论不尽相同。本研究在以往研究的基础上,从三个角度对阅读障碍儿童进行了研究,比较了阅读障碍儿童和阅读正常儿童在语音加工、字形加工以及语义加工三方面的差异,并探讨了三种因素与阅读的关系。实验一主要考查阅读障碍儿童语音加工方面是否存在缺陷,任务是让两组儿童分别对声母不同组、韵母不同组、声调不同组各15组字进行语音辨别,找出每组字中区别于其他两个的那个字,比较两组儿童在语音加工过程中的差异。实验二主要考查阅读障碍儿童正字法加工方面是否存在缺陷,要求两组儿童对从小学课本中选取的30个真字以及符合正字法规则的30个假字进行真假字辨别。实验三主要考查阅读障碍儿童语义加工方面是否存在缺陷,任务是要求阅读障碍儿童从三个选项中,选取与目标词意义相近的一个,并与阅读正常儿童进行比较。研究结果表明：在语音加工方面,同阅读正常组儿童相比,阅读障碍组儿童在声母、韵母、声调三个方面的正确率和反应时均较差,二者之间存在显著差异。在字形加工方面,阅读障碍组儿童在真字辨别的正确率与反应时上与阅读正常组儿童相比存在显著差异；但在对符合正字法规则的假字辨别上,阅读障碍组和阅读正常组之间差异不显著。在词义加工方面,阅读障碍组儿童的正确率明显低于阅读正常组儿童,二者之间差异显著；在阅读使用时间方面,阅读障碍组与阅读正常组反应时差异不显著。从发展的角度来看,阅读障碍儿童和阅读正常儿童一样,随着年级的增长,识字量有所上升,语音加工技能、正字法加工技能以及语义加工技能均有所发展。
[Abstract]:Developmental dyslexia is a common learning disability. In recent years, developmental dyslexia has attracted more and more attention from researchers.Up to now, the research on developmental dyslexia in western countries, which is mainly phonetic, has made considerable progress, and Chinese as ideographic characters is different from phonetic characters because of its own unique characteristics.In addition, the research on Chinese dyslexia starts late, which makes the current research results and conclusions in this field different.On the basis of previous studies, this study studied children with dyslexia from three angles, and compared the differences of speech processing, glyph processing and semantic processing between children with dyslexia and those with normal reading.The relationship between three factors and reading is also discussed.Experiment one mainly examines whether there are any defects in speech processing in children with dyslexia. The task is to allow the two groups of children to make phonological identification of 15 groups of characters in different groups of consonants, different vowels and different tones, respectively.Find out the word in each group that is different from the other two and compare the differences in speech processing between the two groups.Experiment two mainly examines whether there are defects in orthographic processing of children with reading disabilities, and requires two groups of children to distinguish true and false characters from 30 true words selected from primary school textbooks and 30 false characters in accordance with orthographic rules.The task of experiment three is to ask children with reading disabilities to select one of the three options with similar meaning to the target word and to compare it with normal children.The results show that the accuracy and response time of children with dyslexia in three aspects of consonant, vowel and tone are worse than those in normal reading group, and there is a significant difference between them.In glyph processing, there were significant differences in correct rate and reaction time between children with dyslexia and those in normal reading group, but in the discrimination of false words according to orthographic rules, there were significant differences in correct rate and response time between children with dyslexia and those with normal reading.There was no significant difference between the dyslexic group and the normal group.In the aspect of word meaning processing, the correct rate of children in dyslexia group was significantly lower than that in normal group, and there was no significant difference in the time of reading use between dyslexia group and normal group.From the point of view of development, reading impaired children and normal children, with the growth of grade, literacy has increased, phonetic processing skills, orthographic processing skills and semantic processing skills have developed.
【学位授予单位】：辽宁师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H193.1

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