听力障碍儿童在透明阿拉伯语正字法口语单词阅读中的词汇加工

IF 2.4 2区文学 Q1 LINGUISTICS

Applied Psycholinguistics Pub Date : 2023-12-05 DOI:10.1017/s0142716423000437

Mirna Mattar, Carole El Akiki, Jacqueline Leybaert

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引用次数: 0

摘要

单词识别机制对聋儿和正常儿童的阅读成就都有重要的贡献。人们对听力障碍儿童(HI)如何能够大声朗读提供完整元音信息的阿拉伯透明元音文字知之甚少。本研究旨在比较32名黎巴嫩HI儿童和32名听力正常的黎巴嫩儿童的单词和假单词阅读的准确性和速度。两组的阅读理解和口语理解水平经过仔细匹配。长度、词频和词性影响被评估表征词法和亚词法阅读过程的功能。阅读错误也进行了分析，以记录阅读困难的透明阿拉伯语正字法在亚词法路线。结果表明，长度、词频和词汇量对两组学生的阅读准确性和速度有显著影响。它们还表明，高听力障碍儿童的亚词汇和词汇路径不发达，他们的阅读速度比听力正常的儿童慢。HI患儿的阅读错误很多。根据双路级联模型对数据进行了讨论。就如何改善高智商儿童的阅读过程提出了建议。

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Lexical processing in children with hearing impairment in oral word reading in transparent Arabic orthography

Word recognition mechanisms constitute an essential contribution to reading achievement in both deaf and hearing children. Little is known about how children with hearing impairment (HI) manage to read aloud words in the vowelled Arabic transparent script which provides full vowel information. This study aimed to compare word and pseudoword reading accuracy and speed between 32 Lebanese children with HI and 32 younger hearing Lebanese children. The two groups were carefully matched for reading comprehension and oral comprehension levels. Length, word frequency, and lexicality effects were assessed to characterize the functioning of the lexical and sublexical reading procedures. Reading errors were also analyzed to document reading difficulties in transparent Arabic orthography in the sublexical route. The results show significant effects of length, word frequency, and lexicality on reading accuracy and speed in both groups. They also indicate underdeveloped sublexical and lexical routes in children with HI who read less accurately and faster than the younger hearing children. Reading errors are numerous in children with HI. The data are discussed in light of the Dual Route Cascaded model. Suggestions are made about how to improve reading processes in children with HI.

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来源期刊

Applied Psycholinguistics Multiple-

CiteScore

3.90

自引率

4.80%

发文量

期刊介绍： Applied Psycholinguistics publishes original research papers on the psychological processes involved in language. It examines language development , language use and language disorders in adults and children with a particular emphasis on cross-language studies. The journal gathers together the best work from a variety of disciplines including linguistics, psychology, reading, education, language learning, speech and hearing, and neurology. In addition to research reports, theoretical reviews will be considered for publication as will keynote articles and commentaries.