阅读障碍儿童语音转录

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.

Function of the Translating Character into Phonology in Reading Disabled Children

Objective:Investigating the function of translating the character into phonology among four group subjects including difficulty in literacy and reading comprehension,normal in the both, only difficulty in literacy and only difficulty in reading comprehension Methods:Using the figure-phonology and pseudo character-phonology as experimental materials result: (1)There was no difference among four groups in completing task of translating figure into phonology; there was differences between the group of normal both literacy and reading comprehension and group of difficulty literacy and reading comprehension, only difficulty in literacy (2)There was high relativity between the figure-phonology and pseudo character-phonology scores in reading disability children Conclusion:Literacy difficulty rather than reading comprehension can be a special subtype of RD company the cognitive deficits in translating the character into phonology