阅读障碍儿童识字特点研究  

A Study on Features of Being Literate in Reading Disabled Children

作　　者：丁玎[1] 刘翔平[1] 李烈 赵辉 姚敬薇 田彤 

机构地区：[1]北京师范大学心理学院,北京100875 [2]北京实验二小,北京100031

出　　处：《心理发展与教育》2002年第2期64-67,共4页Psychological Development and Education

摘　　要：通过作业分析方法 ,定量分析了小学二至五年级阅读障碍儿童的错别字类型 ,定性分析了其易错或易忘字的类型特点。初步探讨了阅读障碍儿童识记汉字的方法 ,从而推导障碍原因。研究结果表明 :(1)汉语阅读困难儿童的错别字分五类 ,以形似错误为主。 (2 )随年级增高 ,形似错误的比例增加。依此结果可以推论 :汉语阅读障碍儿童的识字方式是以图形式记忆为主的 ,未建立有效且强的形 -义联结 ,其心理词典的词条数目少且精确性较差。Based on analyzing students' homework, this paper investigates the type of wrongly written or mispronounced characters, which always are wrong or are forgot in reading disable children from grade two to grade five. We try to know the reason for reading disability from this. The result indicated that 1) the types of wrong are five kinds, in which the similar in form mistake is main kind. 2) With grade rising, the proportion of similar in form mistake is increased. 3) Only in grade two the proportion of the homophonous wrong type is more than the proportion of similar in form mistake. We infer that reading disabled children become literate by graph, not by font and literal meaning. Therefore, their entry in their psychological dictionary is very few and inaccurate.

关 键 词：阅读障碍 儿童 识字特点 错别字 识字方式 图形式记忆 

分 类 号：H193.1[语言文字—汉语]