Blom Helen, Segers Eliane, Hermans Daan, Knoors Harry, Verhoeven Ludo
Behavioural Science Institute, Radboud University Nijmegen, P.O. Box 9104, 6500 HE Nijmegen, The Netherlands.
Behavioural Science Institute, Radboud University Nijmegen, P.O. Box 9104, 6500 HE Nijmegen, The Netherlands.
Res Dev Disabil. 2017 Feb;61:127-137. doi: 10.1016/j.ridd.2016.12.014. Epub 2017 Jan 7.
This paper provides insight into the reading comprehension of hierarchically structured hypertexts within D/HH students and students with SLI. To our knowledge, it is the first study on hypertext comprehension in D/HH students and students with SLI, and it also considers the role of working memory. We compared hypertext versus linear text comprehension in D/HH students and students with SLI versus younger students without language problems who had a similar level of decoding and vocabulary. The results demonstrated no difference in text comprehension between the hierarchically structured hypertext and the linear text. Text comprehension of D/HH students and students with SLI was comparable to that of the students without language problems. In addition, there was a similar positive predictive value of visuospatial and not verbal working memory on hypertext comprehension for all three groups. The findings implicate that educational settings can make use of hierarchically structured hypertexts as well as linear texts and that children can navigate in the digital world from young age on, even if language or working memory problems are present.
本文深入探讨了听障/重听学生（D/HH）和语言学习障碍（SLI）学生对层次结构超文本的阅读理解情况。据我们所知，这是第一项关于听障/重听学生和语言学习障碍学生超文本理解的研究，并且还考虑了工作记忆的作用。我们将听障/重听学生和语言学习障碍学生与解码和词汇水平相似但无语言问题的较年轻学生进行了超文本与线性文本理解的比较。结果表明，层次结构超文本和线性文本在文本理解上没有差异。听障/重听学生和语言学习障碍学生的文本理解与无语言问题的学生相当。此外，对于所有三组学生，视觉空间而非言语工作记忆对超文本理解具有类似的积极预测价值。研究结果表明，教育环境可以使用层次结构超文本以及线性文本，并且即使存在语言或工作记忆问题，儿童也可以从小在数字世界中进行浏览。
