汉语阅读障碍儿童韵律敏感性低下及其对汉语阅读的影响

IF 1.9 3区 教育学 Q1 EDUCATION, SPECIAL
Dyslexia Pub Date : 2022-07-05 DOI:10.1002/dys.1720
Li-Chih Wang, Duo Liu, Lorinda Li-Ying Kwan-Chen, Kevin Kien-Hoa Chung, Ji-Kang Chen
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引用次数: 2

摘要

本研究旨在探讨汉语阅读障碍儿童的韵律敏感性及其与汉语阅读障碍儿童的关系。共有172名台湾小学三年级到六年级的中国学生被招募。30名(14名男性)儿童被确定为患有阅读障碍,其余儿童(N = 142;(67名男性)是典型的发育儿童,并尽可能仔细地根据学校、年级和性别将其与患有阅读障碍的儿童配对。我们的结果表明,这三种类型的韵律敏感性都存在组间差异。适度分析显示,在预测汉语阅读时,两组受试者的韵律敏感性没有显著的交互作用,因此我们将两组受试者合并进行分析。逐步回归分析结果显示,在控制语音意识后,只有词汇音调意识能显著预测汉字阅读,而在控制汉字阅读后,只有语调意识能显著预测阅读理解。本研究结果为汉语阅读障碍儿童的韵律敏感性问题及其在汉语阅读中的作用提供了初步证据,为汉语教学提供了新的思路。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Lower prosodic sensitivity in Chinese children with dyslexia and its impact on Chinese reading

The current study aims to examine prosodic sensitivity in Chinese children with dyslexia and its relation to Chinese reading in children with and without dyslexia. A total of 172 Chinese children from third grade to sixth grade in Taiwanese primary schools were recruited. Thirty (14 male) children were identified as having dyslexia, and the remaining children (N = 142; 67 male) were typically developing children matched with those with dyslexia as carefully as possible with respect to school, grade, and gender. Our results indicated that group differences were found for all three types of prosodic sensitivity. Moderation analyses showed that group had no significant interaction with prosodic sensitivity in predicting Chinese reading, so the participants in the two groups were combined in the following analyses. The results of the stepwise regression analyses showed that only lexical tone awareness could significantly predict Chinese character reading after controlling for phonological awareness, while only intonation awareness could significantly predict reading comprehension after controlling for Chinese character reading. The results provide preliminary evidence on the issue of prosodic sensitivity in Chinese children with dyslexia and its role in Chinese reading, which might provide a novel approach to the teaching of Chinese languages.

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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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