共查询到20条相似文献，搜索用时 62 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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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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何宇靖 《黑龙江教育学院学报》2014,(9):171-174
以两个平行班为被试,两个班接受相同的教学内容,但实验组增加了为期三个月的影子跟读训练,以探讨影子跟读训练是否能提高听写技能,以及对听写策略是否有促进作用。实验发现,影子跟读训练有助于提高学生的听写技能,且接受了影子跟读训练的学生能够更多地运用元认知策略与认知策略。 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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周海明 《江西师范大学学报(哲学社会科学版)》2013,46(4):133-139
通过问卷和听写水平测试,调查了某本科院校英语专业二年级学生专四听写中的听力策略使用情况,并将所得数据运用SPSS16.0进行分析:(1)随机抽取125名学生作为调查对象,用描述性统计得出听写中各项听力策略使用的平均数和标准差,调查显示,学生急需得到有关听力策略使用的指导和训练,以充分发挥听力策略对听写的指导作用;(2)以三篇听写真题对被试进行随堂测试,并以测试成绩为依据选取前30名与后30名作为高、低分组,用独立样本T检验比较两组听力策略使用的异同,发现两组在注意力集中、抓中心意和关键词、预测、控制焦虑等八个方面呈现显著性差异。建议在平常听写训练中采用与听写成绩显著正相关的听力策略。 相似文献
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《佳木斯教育学院学报》2015,(9)
通过对英语专业四级考试成绩的分析,我们发现学习者的听写部分的成绩与整份试卷的成绩基本是正相关的,因此,英语听写教学对学习者英语语言水平的提高是有意义的。虽然英语听写的种类有很多,但本文只探讨篇章听写教学对于英语学习者语言能力建构的意义和作用。通过图式理论本文尽可能深入地分析和探讨英语听写教学对学习者英语语言水平提高的重要性。 相似文献
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英语专业四级考试听写成绩与总成绩相关研究 总被引：8，自引：0，他引：8
此项研究以台州学院450名英语专业学生的四级考试成绩为研究对象,运用定量研究,经积差法计算和SPSS10统计软件统计分析,调查了英语专业四级考试短文听写成绩与总成绩的关系.结果表明,短文听写成绩与总成绩成一定的正相关.由此提出,有必要加强英语专业学生短文听写的训练,提高学生的综合英语水平,从而提高英语专业四级考试的通过率. 相似文献
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The goal of this study was to investigate how adult English speakers, who are good readers, but who differ in spelling ability, remember word-specific spelling information. In the first experiment, participants learned the spellings of words they had previously misspelled, while thinking out loud. The main strategies observed in order of popularity were: letter rehearsal, overpronunciation, comparison of the remembered and the correct spelling, morphological analysis and visualisation. All strategies produced good learning success for the better spellers, but weaker spellers had less success with overpronunciation, comparison and morphological analysis. In a second experiment, when participants were shown their misspelling and the correct spelling, and instructed to use either overpronunciation or comparison to learn the correct spelling, learning success was independent of spelling ability. However, sequential verbal memory ability was associated with greater success in using overpronunciation, and sequential visual memory ability with greater success in using comparison. The findings provide new insight into the types of strategies that advanced learners use spontaneously to memorise arbitrary letter sequences, as well as revealing how effective the strategies are. 相似文献
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Our aim was to assess the impact of an invented spelling programme conducted in small groups on children’s written language acquisition in Portuguese. We expected the experimental group to have better post-test results than the control group in spelling and reading. Participants were 160 preschool-age children who were randomly divided into an experimental and a control group. Their age, cognitive ability, knowledge of letters and phonological abilities were controlled. Children’s spelling and reading were evaluated in a pre- and a post-test. In-between, experimental group participated in an invented spelling programme in small groups and the control group in story readings. The experimental group showed better results in spelling and reading in the post-test than the control one. Different dynamics occurred in the small groups which had different impacts on children’s acquisitions. These results provide empirical support for the proposal that invented spelling should be incorporated into early literacy instruction. 相似文献
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Samuel T. Orton M. D. 《Annals of dyslexia》1955,5(1):23-24
Summary Selective disability in spelling usually accompanies the reading disability. It may however exist as an isolated defect.
Inconstancy of recall of visual, auditory, and kinaesthetic engrams probably interferes with the establishment of the fixed
associations needed for correct spelling.
Faulty spelling like other expressions of a language defect is found in certain families in association with left handedness,
reading disability, and speech disorders and is considered to be the result of variations in the establishment of unilateral
cerebral dominance. 相似文献