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实验采用听写和选择任务，对比研究了不同阅读水平儿童在汉字字形输出和再认过程中的共同点和差异。结果发现：汉字声旁的规则性影响所有阅读水平儿童听写和听选择的正确率和错误率；阅读水平低的儿童比阅读水平高的儿童产生更多的同音替代错误；与阅读水平高的儿童相比，阅读水平低的儿童更加需要线索的帮助．文章从心理词典结构和字词加工的角度探讨了这种差异的理论含义。
The experiment uses dictation and selection tasks to compare the similarities and differences between children of different reading levels in the process of Chinese character font output and recognition. The results showed that the regularity of Chinese sound not only affected the accuracy and error rate of dictation and listening choices of children in all reading levels, but also produced more homophonic substitution errors than those of children with lower reading level. In contrast, children with low reading levels need more clues to help. The article explores the theoretical implications of this difference from the perspective of psychological dictionary structure and word processing.