表达方式很重要:有阅读障碍和没有阅读障碍的荷兰中学生书面叙述中的表面文字特征和文字质量。

IF 1.9 3区 教育学 Q1 EDUCATION, SPECIAL
Dyslexia Pub Date : 2024-08-27 DOI:10.1002/dys.1786
Loes Bazen, Madelon van den Boer, Elise H. de Bree, Peter F. de Jong
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引用次数: 0

摘要

拼写、标点符号和笔迹等表述特征会影响对一般文本质量的评价。因此,有阅读障碍的高中生可能处于劣势,因为至少他们的拼写成绩通常较差。此外,这些学生可能会表现出较低的文本语言特点,如单词长度和句子复杂性,这也可能与文本质量有关。我们比较了患有(28 人)和不患有(29 人)阅读障碍的荷兰高中生(平均年龄 13.7 岁)所写的文章。有阅读障碍的学生的文章中拼写错误较多,书写质量较差,但标点符号错误不多。有阅读障碍的学生在未经校正的文本中,教师评定的一般文本质量较低。当拼写和标点符号错误得到纠正后,教师评定的文本质量没有出现差异。在语言文本特征方面没有发现差异。此外,拼写、标点符号以及(在较小程度上)每个句子的字数与不同参与者对文本质量的评分有关。这些结果证实了表述特征对文本质量评分的影响。他们鼓励教师注意这种影响,并强调在整个教育过程中为有阅读障碍的学生提供拼写和写作支持和干预的重要性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Presentation matters: Surface text features and text quality in written narratives of Dutch high school students with and without dyslexia

Presentation matters: Surface text features and text quality in written narratives of Dutch high school students with and without dyslexia

Presentation features such as spelling, punctuation and handwriting can influence the evaluation of general text quality. High school students with dyslexia might therefore be at a disadvantage, as at least their spelling performance is typically poor(er). Furthermore, these students might show less sophisticated linguistic features of texts, such as word length and sentence complexity, that might also be related to text quality. We compared narratives written by Dutch high school students (mean age 13.7 years) with (n = 28) and without (n = 29) dyslexia. Students with dyslexia's texts contained more spelling errors and poorer handwriting quality, but not more punctuation errors. Teacher-rated general text quality was lower for the texts of students with dyslexia in uncorrected versions. When spelling and punctuation errors were corrected, no teacher-rated text quality differences emerged. No differences in linguistic text features were found. Furthermore, spelling, punctuation and, to a lesser extent, number of words per sentence clause were related to ratings of text quality across participants. These results confirm the influence of presentation features on text quality rating. They encourage teachers to be aware of this effect and emphasize the importance of spelling and writing support and interventions for students with dyslexia throughout education.

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来源期刊
Dyslexia
Dyslexia Multiple-
CiteScore
3.90
自引率
9.10%
发文量
27
期刊介绍: DYSLEXIA provides reviews and reports of research, assessment and intervention practice. In many fields of enquiry theoretical advances often occur in response to practical needs; and a central aim of the journal is to bring together researchers and practitioners in the field of dyslexia, so that each can learn from the other. Interesting developments, both theoretical and practical, are being reported in many different countries: DYSLEXIA is a forum in which a knowledge of these developments can be shared by readers in all parts of the world. The scope of the journal includes relevant aspects of Cognitive, Educational, Developmental and Clinical Psychology Child and Adult Special Education and Remedial Education Therapy and Counselling Neuroscience, Psychiatry and General Medicine The scope of the journal includes relevant aspects of: - Cognitive, Educational, Developmental and Clinical Psychology - Child and Adult Special Education and Remedial Education - Therapy and Counselling - Neuroscience, Psychiatry and General Medicine
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