阅读障碍儿童识字特点研究

通过作业分析方法,定量分析了小学二至五年级阅读障碍儿童的错别字类型,定性分析了其易错或易忘字的类型特点.初步探讨了阅读障碍儿童识记汉字的方法,从而推导障碍原因.研究结果表明:(1)汉语阅读困难儿童的错别字分五类,以形似错误为主.(2)随年级增高,形似错误的比例增加.依此结果可以推论:汉语阅读障碍儿童的识字方式是以图形式记忆为主的,未建立有效且强的形-义联结,其心理词典的词条数目少且精确性较差.

A Study on Features of Being Literate in Reading Disabned Children

Based on analyzing students' homework, this paper investigates the type of wrongly written or mispronounced characters, which always are wrong or are forgot in reading disable children from grade two to grade five. We try to know the reason for reading disability from this. The result indicated that 1) the types of wrong are five kinds, in which the similar in form mistake is main kind. 2) With grade rising, the proportion of similar in form mistake is increased. 3) Only in grade two the proportion of the homophonous wrong type is more than the proportion of similar in form mistake. We infer that reading disabled children become literate by graph, not by font and literal meaning. Therefore, their entry in their psychological dictionary is very few and inaccurate.