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使用加速阅读范式提高汉语阅读障碍儿童阅读能力的干预研究&&
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使用加速阅读范式提高汉语阅读障碍儿童阅读能力的干预研究
阅读能力包括阅读速度和阅读理解，其复杂的心理过程以及作为儿童学习中一项重要能力，一直是各学术领域研究的范围。而大量研究表明汉语阅读障碍儿童的阅读能力显著低于正常儿童，因此严重影响了阅读障碍儿童的学习成绩。有研究显示提高阅读速度的同时可以提高阅读理解，从而改善阅读障碍儿童的阅读能力。本研究使用加速阅读范式并结合汉语的特异性，旨在提高汉语阅读障碍儿童的阅读能力。本研究被试为北京市两所小学的50名三至四年级阅读障碍儿童，随机分配到四个实验组中，包括一个对照组和三个干预组，分别为非加速阅读组、单字型加速阅读组与单词型加速阅读组，对照组只做前后测比较而不进行干预。结果考察：（1）加速阅读范式是否同样适用于汉语阅读障碍群体；（2）三个干预组在干预过程中阅读速度与阅读理解的变化；（3）哪一个干预范式对提高阅读能力更有效；（4）阅读的认知加工能力与阅读速度与阅读理解直接是否存在预测作用。结果显示，（1）三个干预组在干预过程中均提高了阅读速度并且提高了阅读理解正确率；（2）对前后测差异进行比较得出，只有语素意识和快速阅读测试的阅读速度前后测成绩差异不显著，其他均有显著提升；（3）三个干预组后测成绩均高于对照组；（4）三个干预组间的语素意识、阅读理解、命名速度在后测成绩中均无显著差异，但单词组与单字组的语音意识成绩显著高于非加速组；（5）只有单词组在常速阅读测试和快速阅读测试中与前测成绩相比，均有显著提升；（6）语素意识却需要经过训练后才会提高，且提高速度慢；（7）阅读理解能力可以解释10.6%的常速阅读测试的阅读速度；（8）语素意识可以解释8%的常速阅读测试的阅读理解，并且是唯一可以解释的认知能力指标。
北京师范大学
Reading ability including the reading speed and comprehension, the complex psychological process as children’ important ability, and many area of studies has been research this academic fields. Many researches shows that Chinese children with reading disability’s reading ability is significantly lower than children without reading disabilities, so it will be impact on the academic record of children with reading disability. Research shows that improving the reading speed can also improve the reading comprehension, therefore improve the reading ability of children with reading disability. This research use accelerated and combining with the Chinese reading paradigm specificity, the aim is to improve reading ability of Chinese children with reading disability. The participants of this research is three and four grade students who from two primary school of Beijing, there are 50 children with reading disability randomly assigned to four experimental groups, including a control group and three intervention groups, respectively the unaccelerated training group, letters acceleration training group and words acceleration training group, the control group only do the pre and post tests but not join to intervene. The result investigate: (1) whether acceleration reading paradigm are also suitable for Chinese children with reading disability；(2)during the intervention process, the change of reading speed and reading comprehension in the three (3) which intervention training group to improve reading ab (4) whether cognitive processing could be predict the reading speed and reading comprehension directly.The results showed that (1) three intervention groups in the process of intervention are raised in the reading speed and improve the accuracy of r (2) to measure the difference between pre and post-test, all of the tests are significant increase after post-test, expect the morphological awareness and rapid a (3) three intervention group are measured in post-test scores are significant higher than those
(4) after the intervention process, there are no significant difference between three intervention group of morphological awareness, reading comprehension, rapid automatic naming after the results of post-test measurement, but the phonological awareness results in post-test for letters acceleration training group and words acceleration training group is significantly higher than the (5) but only words-acceleration training group enhancing the speed reading in the post-test compare with pre-test in self-paced and fast- (6) RD children needs values of training to improve the morphological awareness, a (7) comprehension can explain 10.6% of reading speed in the self- (8) morphological awareness can explain 8% of comprehension in self-paced reading test, and it is the only cognitive ability index that can explain the comprehension.
发展与教育心理学