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该研究从阅读模型的视角,通过采用2(阅读水平)*2(规则性)*2(透明度)实验设计来考察语音、语义和字形信息在阅读障碍儿童的汉字听写输出中的作用。研究发现透明度和规则性对阅读障碍儿童和控制组儿童的影响存在差异,并且透明度和规则性亚词汇通路存在交互作用。研究结果为读写模型中词汇和亚词汇通路的作用提供了进一步的证据。
The study examines the role of speech, semantic and glyph information in dictation output of children with Dyslexia from a reading model perspective through the use of 2 (reading level) * 2 (regularity) * 2 (transparency) experimental design. The study found that there was a difference in the impact of transparency and regularity on children with dyslexic children and control children, and that there was interaction between transparency and the regular sub-vocabulary pathways. The results provide further evidence for the role of vocabulary and sub-vocabulary pathways in reading and writing models.