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本研究探索性地运用“听力理解—阅读理解差异模式”诊断汉语阅读障碍儿童,并在中文文字系统内对该模式的理论基础和实证效力进行了验证。研究结果表明,阅读成份理论适用于中文文字系统;“听力理解—阅读理解差异诊断模式”能够有效确定不同阅读障碍儿童的主要缺陷:解码、理解以及混合成分,这利于之后的教育矫治。
This study explored the use of “Listening Comprehension - Reading Comprehension Difference Pattern” to diagnose children with Chinese reading disabilities and verified the theoretical and empirical effectiveness of the model in the Chinese writing system. The results show that the reading composition theory is applicable to the Chinese writing system. The Listening Comprehension-Reading Comprehension Differentiation Diagnostic Model can effectively identify the main defects of children with different reading disabilities: decoding, comprehension and mixed ingredients, which is conducive to educational correction.