图形和语音编码难度对听写困难儿童形音联结记忆的影响  

Effects of Orthographical and Phonological Coding Difficulty on the Grapheme-sound Connection Memory of Children with Spelling Difficulties

作　　者：杨双[1] 宁宁[2] 刘栋梁[1] 

机构地区：[1]苏州大学心理系,苏州215023 [2]香港中文大学心理系

出　　处：《中国特殊教育》2010年第1期31-34,共4页Chinese Journal of Special Education

基　　金：江苏省教育科学十一五规划课题(C-b/2008/01/029);苏州大学人文社科青年教师后期资助项目的资助

摘　　要：听写困难是指儿童阅读正常而听写落后的现象,是一种常见的儿童学习障碍类型。本研究考察了听写困难儿童在不同条件下的形音联结记忆水平,结果发现:在图形和语音编码难度双低的条件下,听写困难儿童的形音联结记忆成绩与普通儿童没有差异;在图形编码难度高-语音编码难度低的条件下,听写困难儿童的形音联结记忆成绩落后于普通儿童;在图形编码难度低-语音编码难度高的条件下,听写困难儿童的形音联结记忆成绩与普通儿童没有差异。Spelling difficulty,a major type of learning disorders,refers to the phenomenon that children possess a normal reading ability but a poor spelling ability.This study aims to investigate the grapheme-sound connecting level of children with spelling difficulties under different conditions.The results show that when orthographical and phonological coding difficulty is low,there is no difference between the performance of the two kinds of children.But when there is more orthographical coding difficulty and less phonological coding difficulty,the grapheme-sound connection memory of children with spelling difficulties is much poorer than that of normal children.However,when there is less orthographical coding difficulty,the grapheme-sound connection memory of children with spelling difficulties is as good as that of normal children.

关 键 词：听写困难 形音联结 编码 

分 类 号：B842.3[哲学宗教—基础心理学]