■阅读障碍儿童在阅读习得方面面临持续的困难,导致阅读准确性差。除了经常研究的阅读错误,如遗漏,添加,替换,和字母反转,他们还会出现猜测错误,其特征是用正交邻居替换一个单词。这些错误,发生在孤立的单词和句子或文本阅读的上下文中,可能与已经证明与阅读障碍有关的抑制问题有关。然而,据我们所知,没有实验证据表明,患有阅读障碍的儿童比通常发育中的儿童犯更多的猜测错误,顺序错误的情况也是如此。当前的研究旨在评估阅读障碍儿童是否比通常发育中的儿童犯了更多的猜测错误,以及这些错误在孤立的单词或句子上下文中是否更频繁。
■从4年级开始的28名阅读障碍儿童与按实际年龄或阅读水平的典型发育儿童相匹配。通过单词和文本阅读任务评估阅读。错误类型分为七类并进行分析。
■一项重复测量的方差分析显示,有阅读障碍的儿童有更多的猜测错误,特别是视觉和语素错误,而不是典型的发育中的孩子。此外,在单个单词和句子级别都发现了这些错误。这些发现表明,患有阅读障碍的儿童倾向于使用全球语言治疗,依靠不完全信息来弥补他们的困难。这些发现对教学和治疗方法具有实际意义。
UNASSIGNED: Children with
dyslexia face persistent difficulties in reading acquisition, which results in poor reading accuracy. In addition to the commonly studied reading errors such as omissions, additions, substitutions, and letter reversals, they also make guessing errors characterized by replacing a word with an orthographic neighbor. These errors, which occur in the context of isolated words and sentence or text reading, might be linked to the inhibition issues that have already been demonstrated in connection to dyslexia. However, to the best of our knowledge, there is no experimental evidence that children with
dyslexia make more guessing errors than typically developing children, as is the case for sequential errors. The current study aimed to evaluate whether children with
dyslexia made more guessing errors than typically developing children and whether these errors were more frequent in an isolated word or sentence context.
UNASSIGNED: Twenty-eight children with dyslexia from Grade 4 were matched with typically developing children by either chronological age or reading level. Reading was assessed through word and text reading tasks. Error types were classified into seven categories and analyzed.
UNASSIGNED: A repeated-measure ANOVA showed that children with
dyslexia made more guessing errors, particularly visual and morphemic errors, than typically developing children. Moreover, these errors were found at both the single word and sentence levels. These findings suggest that children with
dyslexia tend to use a global treatment of words, relying on incomplete information to compensate for their difficulties. The findings have practical implications for pedagogical and therapeutic approaches.