汉语阅读障碍儿童阅读流畅性的干预研究

发布时间：2018-02-28 06:18

本文关键词： 阅读障碍阅读流畅性重复阅读干预　出处：《河北师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：阅读流畅性是阅读和学习阅读过程中的一个关键组成部分,同时,也能够用来区分阅读能力的好坏。阅读障碍儿童因语音加工缺陷而造成阅读不流畅,使他们在阅读方面存在巨大困难并且长期得不到成功的阅读体验,于是,他们逐渐丧失了阅读兴趣。因此,提高阅读障碍儿童的阅读流畅性势在必行。本研究关注重复阅读做为一种最常用的方法在对提高阅读障碍儿童的阅读流畅性中所起的作用。研究结果将回答以下三个问题:(1)重复阅读是否能够提高阅读障碍儿童的识字量;(2)重复阅读是否能够提高阅读障碍儿童的口语阅读流畅水平;(3)重复阅读是否能够提高阅读障碍儿童的非口语阅读流畅水平。本研究首先从秦皇岛市某小学三年级学生中筛选出26名阅读障碍儿童,然后,随机分为阅读障碍干预组和阅读障控制组;同时选取26名年龄和智商相当的儿童做为匹配组,随机分为阅读正常干预组和阅读正常控制组。干预组的儿童参加重复阅读训练,控制组的儿童只参加日常教学活动。结果发现:(1)在识字量任务中,障碍儿童干预组与其他三组儿童之间存在显著差异,其他三组儿童两两组相比不存在显著差异;(2)在口语阅读流畅性的任务中,在阅读时间减少上,障碍儿童干预组与两个控制组儿童之间差异显著,正常儿童干预组与正常儿童控制组之间差异也显著;从朗读错误的减少数量上看,干预组的障碍儿童与其他三组儿童之间都存在显著差异,但其他三组儿童两两比较后没有显著差异;(3)在非口语阅读流畅性的任务中,干预组阅读障碍儿童与其他三组儿童之间差异显著,而且正常儿童干预组和障碍儿童控制组之间差异显著。结论:(1)重复阅读干预训练能够有效提高阅读障碍儿童的识字量;(2)重复阅读能够有效提高阅读障碍儿童的口语阅读流畅水平;(3)重复阅读能够提高阅读障碍儿童的非口语阅读流畅水平。重复阅读干预训练不仅可以提高阅读障碍儿童识字的准确性,同时也提高了阅读障碍儿童的阅读速度。
[Abstract]:Reading fluency is a key component in the process of reading and learning, and it can also be used to distinguish the quality of reading ability. They had great difficulty in reading and had no successful reading experience for a long time. As a result, they gradually lost interest in reading. It is imperative to improve the reading fluency of children with dyslexia. This study focuses on the role of repetition as one of the most commonly used methods in improving the reading fluency of children with dyslexia. The results of the study will answer the following questions. Three questions: (1) does repeated reading improve the literacy of children with dyslexia? (2) does repetitive reading improve the oral proficiency of children with dyslexia / whether it can improve the non-reading ability of children with dyslexia. In this study, 26 children with dyslexia were selected from the third grade students of a primary school in Qinhuangdao City. Then, they were randomly divided into two groups: the dyslexic intervention group and the dyslexic control group, and 26 children of the same age and IQ were selected as matched groups. The children in the intervention group participated in repeated reading training, while the children in the control group only participated in daily teaching activities. There was significant difference between the intervention group of disabled children and the other three groups, but there was no significant difference between the other three groups. (2) in the task of fluency of oral reading, the reading time was reduced. There were significant differences between the intervention group and the two control groups, and between the normal children intervention group and the normal child control group. There were significant differences between the disabled children in the intervention group and those in the other three groups, but there was no significant difference between the other three groups. There were significant differences between the children with dyslexia and the other three groups in the intervention group. There were significant differences between the normal children intervention group and the disabled children control group. Conclusion: 1) repeated reading intervention training can effectively improve the literacy of children with dyslexia; repeat reading can effectively improve the mouth of children with dyslexia. Repeat reading can improve the non-oral reading fluency of children with dyslexia. Repeated reading intervention training can not only improve the accuracy of reading ability of children with dyslexia. At the same time, it also improves the reading speed of children with dyslexia.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B842.3

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