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听写困难是指儿童阅读正常而听写落后的现象,是一种常见的儿童学习障碍类型。研究对比了声旁线索对听写困难被试听写和认读成绩的促进效应,结果发现:(1)增加1个声旁线索,听写困难组被试的认读成绩显著提高,而听写成绩没有变化;增加2个声旁线索,听写困难组被试的认读成绩和听写成绩都显著提高。(2)增加1个(或2个)声旁线索,正常组被试的认读成绩和听写成绩都显著提高。(3)与正常被试相比,声旁线索对听写困难被试听写成绩的促进程度相对较低。
Dysphoria refers to the normal reading of children and dictation of the phenomenon, is a common type of children with learning disabilities. The study compared the facilitation effect of the auditory cues on the dictation and recognition scores of the subjects with dysthymia. The results were as follows: (1) One sonar clue was added to the dictation group, while the dictation scores were significantly improved, while the dictation scores did not change ; Increase two acoustic cues, dictation difficulties were significantly higher reading achievement and dictation scores. (2) Adding one (or two) acoustic cues, the scores of normal students and normal students were significantly improved. (3) Compared with normal subjects, the auditory clue scores of dural dysthymia patients were lower than those of normal subjects.