共查询到20条相似文献,搜索用时 125 毫秒
1.
2.
3.
4.
中文发展性阅读障碍研究 总被引:21,自引:0,他引:21
本文总结了作者有关中文发展性阅读障碍的部分研究成果,探讨了阅读困难儿童词汇加工的特征及其本质,讨论了中文阅读技能与其他认知加工,特别是基本视知觉的关系.文章指出阅读障碍儿童由于词汇识别水平低,他们在汉字识别过程中表现出比同年龄的控制组更大的规则性效应,在语义通达过程中,对语音的依赖较大.阅读障碍儿童不仅在汉字的命名速度上慢于控制组儿童,数字的语音通达速度也慢于控制组儿童.文章还总结了汉字阅读与视知觉的关系,发现视觉加工对字形相似性判断有较大的解释作用. 相似文献
5.
操纵目标词的预测性、词频和阅读技能水平,考察句子阅读中词汇预测性对高、低阅读技能儿童眼动行为的影响,揭示其在儿童阅读发展中的作用。结果显示:儿童对高预测词的跳读率更高、注视时间更短,且预测性与词频交互影响跳读率和注视时间;预测性对高阅读技能儿童早期的跳读率影响更大,而对低阅读技能儿童晚期的再阅读时间具有更大影响。结果表明:词汇预测性影响儿童阅读的眼动行为和词汇加工,且作用大小和发生时程受阅读技能调节。 相似文献
6.
小学儿童汉字阅读特点初探 总被引:2,自引:1,他引:1
该研究运用命名任务、通过两个实验探查了小学儿童汉字阅读的发展特点。实验一发现,小学7岁、8岁、9岁儿童在汉字阅读中受不同汉字结构类型的影响。在笔画数没有显著差异的情况下,独体字的阅读比合体字快,而合体字中上下结构和左右结构类型之间没有差异,而且独体字语音提取的优势从7岁儿童开始就具有了,这种优势稳定地发展下去。实验二在实验一的基础上进一步考察了7岁、9岁、11岁儿童汉字形声字阅读中声旁对整字发音的影响,结果发现,声旁与整字发音一致的形声字阅读快于声旁与整字发音不一致的形声字的阅读,这种汉字阅读中的规则效应从7岁儿童就出现了,而且,稳定地发展下去。 相似文献
7.
8.
采用两个实验探讨同音字密度对于汉字识别的影响。实验一采用命名任务,结果发现高同音字密度的汉字的加工时间短于低同音字密度的汉字,说明在汉字识别中,同音字密度起促进作用;实验二运用眼动分析的方法,考察在句子阅读中的同音字密度效应。结果发现,读者对高、低同音字密度汉字的加工在各眼动指标上均没有显著差异,说明在正常句子阅读中,同音字密度的效应消失。 相似文献
9.
10.
11.
汉语儿童的语音意识特点及阅读能力高低读者的差异 总被引:28,自引:2,他引:26
选取小学3,4,5年级儿童各20名作为被试,系统探讨了儿童汉语普通话的音节意识、首音韵脚意识和音位意识的特点及发展,根据老师的评价把被试分为好的读者和差的读者。研究结果表明,语音意识测验成绩随年级的增长而提高;音节意识与首音一韵脚意识先于音位意识而发展;好、差读者在语音意识测验成绩上差异显著,而且,年级差异与好、差读者差异的程度和趋势是一致的,好、差读者在语音意识发展的速度上是不同的。 相似文献
12.
Salim Abu‐Rabia 《Reading Psychology》2013,34(4):351-394
ABSTRACT While many studies point to a positive relationship between phonological skills and reading in English, little is known about these relationships for children learning to read in Arabic. Arabic orthography is considered deep if it is not vowelized but shallow if it is vowelized. The aim of this study was to examine the relationships among reading ability, phonological, semantic, orthographic and syntactic skills in Arabic. The participants were 143 Arab children, aged 8‐11, in Arab villages of central Israel. They were administered working memory, visual, oral close, phonological, word recognition, spelling, orthographic, and word attack tests. The results showed that word recognition test was highly correlated with phonological skills, semantic processing, syntactic knowledge and short‐term memory. Poor readers showed a significant lag in the development of these skills, the problems being most significant at phonological and semantic levels and less so at the visual levels. The similarities and differences between the acquisition of reading skills in Arabic and English are discussed. 相似文献
13.
Camille L. Z. Blachowicz 《Reading Psychology》2013,34(3):150-155
Abstract This study examined comprehension of sets of related sentences from which inferences could be drawn. Subjects were 40 disabled and 40 normal readers (C.A. 10‐10 ‐ 11‐11) who were asked to read short paragraphs suggesting spatial relationships. After reading, they were given a recognition test containing items not previously read but which were structured in their relationship to the semantic content of the texts. Analyses of within and between group errors reveal significant differences due to sentence type and a strong tendency for both groups to “misrecognize” semantically congruent inferences. The results are discussed in light of past research on the memory capabilities of disabled readers and with respect to techniques of remediation. 相似文献
14.
文本信息的激活与整合:阅读优生与差生的比较 总被引:1,自引:1,他引:0
探讨阅读优生与差生文本阅读过程中文本信息的激活与整合模式,包括3个实验。实验一通过运用不一致实验范式(inconsistent paradigm)考察阅读优生与阅读差生能否形成整体连贯性与局部连贯性。结果发现,阅读差生难以形成整体连贯性。实验二运用探测-核证范式(probe-verification paradigm)通过比较在三个位置后(人物特征描述、填充段落、目标句)的探测句的反应时间,探讨阅读差生不能形成整体连贯性的原因是由于不能激活先前的信息,还是整合信息时出现了问题。结果发现阅读差生与优生一样都可以激活先前的信息,说明阅读差生不能形成整体连贯性的原因可能是整合的问题。实验三进一步验证了阅读差生不能形成整体连贯性的原因是由于不能把已经激活的信息很好地加以整合所致。 相似文献
15.
The laterality preference patterns and types of oral reading errors were examined for 90 seventh-grade males. Specifically, scores on a self-report measure of lateral preference for 30 readers with adequate decoding skills but low comprehension and 30 readers who lacked decoding skills were compared with each other and with 30 good readers. As predicted, poor readers with grade appropriate word recognition scores were found to be generally more confused in their lateral preference than were good readers or poor readers who lacked decoding skills. Results of oral reading errors confirmed a visual integration problem for the more bilateral reader. Poor comprehenders with word recognition skills also reported significantly greater mixed lateral patterns for their fathers than did other readers. The results were interpreted as supporting the initial argument that difference-poor readers fail to comprehend because of problems in organizing visual input, which seems intimately tied to a bilateralization of functions. 相似文献
16.
The present study examined the ability of second grade good and poor readers to monitor their comprehension of inconsistent texts. Comprehension monitoring was assessed by both a performance measure (underlining inconsistencies) as well as verbal measures (ratings of passage comprehensibility and liking). Because poor readers equate adequate comprehension with accurate decoding, while good reader equate adequate comprehension with accurately deriving the meaning of a text, it was expected that performance and verbal measures of comprehension monitoring would be related for good but not for poor readers. As predicted, self‐reports of comprehension and liking were highly related to the performance measure of error detection for good readers but not for poor readers. The implications of these results for assessing comprehension monitoring ability are discussed. 相似文献
17.
Learning to seek meaning from print is a vital part of fluent reading. Instruction in reading should focus on guiding readers to use meaning‐getting strategies and providing practice activities which simulate the process of seeking meaning. The availability of interesting materials organized in a classroom designed as a print laboratory where risk‐taking and informed guessing are encouraged will enable readers to take a giant step toward independence in seeking meaning. This article explains how to organize a print laboratory and presents several instructional strategies which promote risk‐taking, self‐monitoring, and informed guessing by readers. 相似文献
18.
Good and poor readers from the third and sixth grades (9- and 12-year-olds, respectively), named visually presented words as rapidly as possible. Words were in clear or degraded form, and were preceded by related or unrelated words. Poor readers were hurt more by degradation than were good readers, and showed greater benefit from context. In general, the contextual benefit was greater with degraded words than with intact, and this interaction was especially pronounced in the poor readers. The results are consistent with an interactive-compensatory model of word recognition. Under conditions in which stimulus encoding is slow, contextual factors may compensate for this encoding deficit. 相似文献
19.
20.
The present study investigated simultaneous-successive syntheses and planning as cognitive processing constructs in 66 grade 4 and 63 grade 6 Chinese children. Principal factor and promax analyses provided evidence of the realities of these independent factors. Simultaneous and successive components contributed to composite reading with varying degrees of variance for each grade. The Luria paradigm provides a useful framework for research into patterns of readers. 相似文献