论文部分内容阅读
目的 :考查小学生识字、阅读理解双差组 ,识字单差组 (阅读理解不差 ) ,阅读理解单差组(识字量不差 )和识字量与阅读理解正常 (双好 )组及年龄较小但能力正常的阅读水平控制组在语音转录任务上的表现。方法 :以自编的图形 -语音和假字 -语音转录为实验材料 ,通过录音呈现和记录的方式对入组的被试进行考察。结果 :(1)以图形 -语音转录为任务时 ,各组的成绩无显著差别。以假字 -语音为任务时 ,双好组与双差组、双好组与识字单独差组有显著差异。 (2 )阅读障碍组 (包括双差组和识字单差组 )于图形 -语音和假字 -语音成绩存在显著相关 ,而正常组相关不显著。结论 :以识字的解码障碍作为鉴别指标比阅读理解更能区分伴随语音转录缺陷的阅读障碍儿童
Objectives: To investigate the relationship between primary school students’ reading comprehension, double reading comprehension and reading comprehension, reading comprehension (reading comprehension not bad), reading comprehension difference (reading comprehension) and literacy reading comprehension But the ability of normal reading level control group in voice transcription task performance. Methods: Transcribe self-made graphic-phonetic and hypocritical-phonetic transcription into experimental materials, and examine the participants in the group by means of sound recording and recording. Results: (1) There was no significant difference between the scores of each group when transcribing graphics-voice into tasks. To fake words - voice for the task, Shuanghao group and double difference group, Shuanghao group and literacy alone difference group were significantly different. (2) There was a significant correlation between dyslexia group (including double difference group and literacy group) in the graph-phonetic and fake word-speech scores, but not in the normal group. CONCLUSION: It is better to distinguish dyslexic dyslexia children from dyslexic children with dyslexia than reading comprehension