共查询到19条相似文献，搜索用时 723 毫秒
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听写困难是儿童学习障碍的一种,是指在没有阅读障碍病史的情况下儿童特定拼写技能明显落后的现象。已有研究发现,听写困难儿童在字形表征、形音联结强度、语音表征、语义表征与听写正常儿童存在着显著差异,未来研究应注重对听写困难纵向发展的研究、制定听写技能的发展常模、探明听写过程中各环节的转换机制和神经生理基础及影响听写活动的相关因素。 相似文献
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本研究基于听写障碍儿童存在视觉辨别、形音联结缺陷的研究结果,对听写障碍儿童进行有针对性的认知干预训练,并进行实验比较.研究表明:视觉辨别、形音联结的干预能相应地提高听写障碍儿童的视觉辨别能力和形音联结能力;对于汉字学习来说,形音联结、视觉辨别相结合的综合干预训练比单一的视觉辨别、形音联结干预训练效果好.视觉辨别与形音联结相结合的综合认知干预方案更能提高听写障碍儿童相应的认知能力,促进听写障碍儿童的汉字学习质量. 相似文献
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翁晓倩 《闽西职业技术学院学报》2012,14(3):58-61
近年来快速命名与发展性阅读障碍的研究,主要讨论了快速命名对发展性阅读障碍产生预测性作用的主要原因:语音能力、正字法能力和任意性的形音联结.虽然鲜有研究涉及任意性的形音联结,但这个因素在形音关系不透明的汉语中,可能与阅读过程和快速命名都存在很大的相关性.今后应设立一个有效的统一的鉴别发展性阅读障碍儿童的标准,逐渐形成中文阅读发展的体系. 相似文献
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维吾尔语发展性阅读障碍儿童语音意识特点 总被引：2，自引：1，他引：1
通过比较四年级的维吾尔语发展性阅读障碍儿童和普通儿童在不同表征水平上的语音意识能力,发现在有关语音意识若干因素的测验上,阅读障碍儿童只是在音位意识上比普通儿童落后;而在其它更大表征单元的语音意识能力上,如音节意识和首音-韵脚意识上阅读障碍儿童没有落后.表明具有透明正字法的维吾尔语发展性阅读障碍儿童在细小的语音表征和操作能力上存在落后,表现出了跨文字一致性特点;在较大单元的语音表征和操作能力上不存在落后,表现出了透明文字的特点. 相似文献
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毛荣建 《黑龙江教育学院学报》2015,(5)
采用视觉辨别、视觉记忆和视觉整体加工实验来探讨听写困难儿童是否存在视觉加工缺陷,分析听写困难儿童和正常儿童视觉加工水平的差异。结果显示,同正常儿童相比,听写困难儿童的视觉辨别能力水平低,而视觉记忆、视觉整合能力没有显著性差异。 相似文献
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The study aimed to compare the differential effectiveness of explicit and implicit instruction of two Dutch spelling rules. Students with and without spelling disabilities were instructed a spelling rule either implicitly or explicitly in two experiments. Effects were tested in a pretest-intervention-posttest control group design. Experiment 1 suggested that explicit instruction of a morphological spelling rule led to instance-based knowledge in students with spelling disabilities and to rule-based knowledge in students without. Implicit instruction led to instance-based knowledge in students with spelling disabilities, and in the group without spelling disabilities no learning at all occurred. Experiment 2 revealed that explicit and implicit instruction of an orthographical spelling rule were equally effective in both groups and that the spelling knowledge they had acquired was instance-based. Findings suggest that explicit instruction is more effective than implicit instruction for the teaching of spelling rules when generalization is aimed at. 相似文献
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This study examined the ability of children in French immersion and English programs to analyze the internal structure of spoken words in relation to their early reading and spelling abilities in English. Thirty-two children in the first grade were given a modified version of the Auditory Analysis Test, and reading and spelling tasks that included both real words and non-words. Results indicated that French immersion children were more proficient than their English program peers at explicitly analyzing spoken words and that the groups did not differ when reading and spelling orthographically regular real words and non-words. The English program children performed better than their French program peers only when reading orthographically irregular English words. These results demonstrate that second language learning enhances metalinguistic awareness and help to explain why children in immersion programs do not experience long-term difficulty in acquiring English written language skills. 相似文献
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Deaf children's use of phonological coding: evidence from reading, spelling, and working memory 总被引：3，自引：0，他引：3
Two groups of deaf children, aged 8 and 14 years, were presented with a number of tasks designed to assess their reliance on phonological coding. Their performance was compared with that of hearing children of the same chronological age (CA) and reading age (RA). Performance on the first task, short-term recall of pictures, showed that the deaf children's spans were comparable to those of RA controls but lower than CA controls. For the older deaf children, short-term memory span predicted reading ability. There was no clear evidence that the deaf children were using phonological coding in short-term memory when recall of dissimilar items was compared with recall of items with similarly sounding names. In the second task, which assessed orthographic awareness, performance of the deaf children was similar to that of RA controls although scores predicted reading level for the deaf children but not the hearing. The final task was a picture spelling test in which there were marked differences between the deaf and hearing children, most notably in the number of spelling refusals (which was higher for the deaf children in the older group than their RA controls) and the percentage of phonetic errors (which was considerably lower for both groups of deaf children than for any of the hearing controls). Overall these results provide support for the view that deaf children place little reliance on phonological coding. 相似文献
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Children with spelling deficits demonstrate significant difficulty using inflectional morphology in their writing. This study investigated whether phonological deficits account for these pronounced difficulties or if they are more accurately explained by limitations in morphological or orthographic awareness. Twenty–six 11—13–year–old children with spelling deficits, 31 younger spelling–level–matched children, and 31 age–matched children were asked to spell a series of verbs with past tense and progressive markers in dictated sentences and in list form. Performance on spelling tasks was compared to performance on phonological, morphological, and orthographic awareness tasks. Results suggest that children with spelling deficits have significant difficulty including inflections as well as spelling inflections and base words. Difficulty was most pronounced in a sentence context. Ability to spell inflectional forms was related to variation in morphological awareness in children with spelling deficits and to variation in orthographic awareness in spelling–level–matched children. 相似文献
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Fernando Justicia Sylvia Defior Santiago Pelegrina Francisco J. Martos 《Journal of Research in Reading》1999,22(2):198-202
The main aim of this study was to determine the pattern of errors in Spanish spelling. Specifically, we were interested in discovering if all Spanish words have similar levels of spelling difficulty or whether there are types of words that cause a high percentage of spelling errors. 972 children aged between 8 to 10 years were requested to write a short spontaneous story. Our objective was to analyse and to propose a classification system for the errors made by children in the initial stages of the acquisition of spelling skills. The results indicate (a) that the diverse forms of only 20 Spanish words produce 36 per cent of the spelling errors in Spanish, and (b) that substitution is the most frequent type of error (68 per cent of total errors), which occurs as a consequence of an inadequate knowledge of the rules of phoneme-grapheme correspondence. These findings have relevance for the teaching of writing in Spanish. 相似文献
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Orthographic spelling is a major difficulty in German-speaking children with dyslexia. The aim of the present study was to
evaluate the effectiveness of an orthographic spelling training in spelling-disabled students (grade 5 and 6). In study 1,
ten children (treatment group) received 15 individually administered weekly intervention sessions (60 min each). A control
group (n = 4) did not receive any intervention. In study 2, orthographic spelling training was provided to a larger sample consisting
of a treatment group (n = 13) and a delayed treatment control group (n = 14). The main criterion of spelling improvement was analyzed using an integrated dataset from both studies. Repeated-measures
analysis of variance revealed that gains in spelling were significantly greater in the treatment group than in the control
group. Statistical analyses also showed significant improvements in reading (study 1) and in a measure of participants’ knowledge
of orthographic spelling rules (study 2). The findings indicate that an orthographic spelling training enhances reading and
spelling ability as well as orthographic knowledge in spelling-disabled children learning to spell a transparent language
like German. 相似文献
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A study of the concurrent relationships between naming speed, phonological awareness and spelling ability in 146 children in Years 3 and 4 of state‐funded schools in South‐East England (equivalent to US Grades 2 and 3) is reported. Seventy‐two children identified as having normal phonological awareness but reduced rapid automatised naming (RAN) performance (1 standard deviation below the mean) participated in the study. A group of 74 children was further identified. These children were matched on phonological awareness, verbal and nonverbal IQ and visual acuity, but all members of this group showed normal RAN performance. RAN made a significant unique contribution to spelling performance. Further analyses showed that participants with low naming performance were significantly poorer spellers overall and had a specific difficulty in spelling irregular words. The findings support the view that RAN may be indexing processes that are implicated in the establishment of fully specified orthographic representations. 相似文献
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《Australian Journal of Learning Difficulties》2013,18(3):4-12
Abstract The aim of this study was to examine the relationships between verbal short‐term memory, phonemic awareness, and reading ability, in children with a specific reading difficulty. The results confirmed the frequently reported finding that most, if not all children with a specific reading difficulty have poor phonological awareness. In addition, poor phonological awareness in the reading‐difficulty group was associated with significantly poorer nonword reading ability, and with poorer phonological memory. When the reading‐difficulty group was further subdivided with respect to Digit Span performance there was no difference in nonword reading with respect to this overall verbal short‐term memory measure. However, poor short‐term memory, regardless of phonological awareness level, was significantly associated with a lower WISC III Verbal IQ, in particular, significantly poorer performance on the WISC III Vocabulary, Comprehension and Similarities subtests, as well as with significantly poorer reading comprehension. In addition, poor short‐term memory regardless of phonological awareness ability was associated with poorer spelling and arithmetic performance. 相似文献