以英语为母语与以英语为二语儿童的阅读困难相关因素之比较

发布时间：2023-08-01 19:41

　　在现实生活中,许多以英语为二语的儿童具有阅读困难。一方面,已有的阅读研究常常探讨影响阅读发展的相关因素,将阅读困难作为研究内容具有其自身特点,研究数量不多。另一方面,现有的阅读困难相关的研究对象大多为以英语为母语(即一语)的儿童,考虑的角度比较单一,包含的样本量不大、变量不多,有关二语阅读困难的相关研究还远远不足。为了弥补以往研究的不足,本研究首先检验了阅读成分模型(CMR)对二语儿童阅读困难的解释力,并以此模型为框架,从宏观视角出发,利用大样本、多变量,对构成一语和二语儿童阅读困难的相关因素进行比较,进而找到二语阅读困难儿童的特点。本研究对一语和二语儿童分别建立数据库,数据从PIRLS 2016数据库中提取而得,共包含349个分析变量。数据库包含一语儿童样本16,968个(其中阅读困难儿童2,583个,其他儿童14,385个)和二语儿童样本8,972个(其中阅读困难儿童3,410个,其他儿童5,562个)。基于支持向量机(SVM)和结合支持向量机的回归特征消去法(SVM-RFE)分析,分别形成了一语和二语区分阅读困难儿童和其他儿童的最优变量集。此后,独立样本t检验和卡方检验分别描述了...

【文章页数】：95 页

【学位级别】：硕士

【文章目录】：
Acknowledgements
摘要
Abstract
List of Abbreviations
Chapter1 Introduction
    1.1 Research background
    1.2 Research purpose
    1.3 Research significance
    1.4 Organization of the thesis
Chapter2 Literature Review
    2.1 Reading difficulties
        2.1.1 The definition and classification of reading difficulties
        2.1.2 Previous studies on reading difficulties in L1 children
        2.1.3 Previous studies on reading difficulties in L2 children
    2.2 The Componential Model of Reading(CMR)
        2.2.1 The pattern of the CMR
        2.2.2 Previous studies based on the CMR
    2.3 Summary
Chapter3 Research Methodology
    3.1 Data source
        3.1.1 An introduction to PIRLS 2016
        3.1.2 Samples
        3.1.3 Variables
    3.2 Methods of analysis
        3.2.1 SVM modeling
        3.2.2 SVM-RFE
    3.3 Data analysis procedure
    3.4 Summary
Chapter4 Results
    4.1 The optimal set of variables differentiating L1 poor readers
    4.2 The optimal set of variables differentiating L2 poor readers
    4.3 Comparison of the optimal sets of variables between L1 and L2 poor readers
    4.4 Summary
Chapter5 Discussion
    5.1 The explanatory power of the CMR model
    5.2 Unique characteristics in L2 reading difficulties
    5.3 Summary
Chapter6 Conclusion
    6.1 Summary of major findings
    6.2 Implications
    6.3 Limitations and suggestions for future studies
References



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