Kim Sunjung, Wiseheart Rebecca
Department of Communication Sciences and Disorders, University of Central Arkansas, Conway, AR, USA.
Department of Communication Sciences and Disorders, St. John's University, Queens, NY, USA.
Dyslexia. 2017 Feb;23(1):24-41. doi: 10.1002/dys.1551. Epub 2017 Jan 16.
A growing body of research suggests that individuals with dyslexia struggle to use graphs efficiently. Given the persistence of orthographic processing deficits in dyslexia, this study tested whether graph interpretation deficits in dyslexia are directly related to difficulties processing the orthographic components of graphs (i.e. axes and legend labels). Participants were 80 college students with and without dyslexia. Response times and eye movements were recorded as students answered comprehension questions about simple data displayed in bar graphs. Axes and legends were labelled either with words (mixed-modality graphs) or icons (orthography-free graphs). Students also answered informationally equivalent questions presented in sentences (orthography-only condition). Response times were slower in the dyslexic group only for processing sentences. However, eye tracking data revealed group differences for processing mixed-modality graphs, whereas no group differences were found for the orthography-free graphs. When processing bar graphs, students with dyslexia differ from their able reading peers only when graphs contain orthographic features. Implications for processing informational text are discussed. Copyright © 2017 John Wiley & Sons, Ltd.
越来越多的研究表明，患有阅读障碍的人难以有效地使用图表。鉴于阅读障碍中拼写加工缺陷的持续性，本研究测试了阅读障碍中的图表解读缺陷是否与处理图表的拼写成分（即坐标轴和图例标签）的困难直接相关。参与者为80名有或无阅读障碍的大学生。当学生回答关于条形图中显示的简单数据的理解问题时，记录他们的反应时间和眼动情况。坐标轴和图例用文字标注（混合模态图表）或图标标注（无拼写图表）。学生们还回答了以句子形式呈现的信息等效问题（仅拼写条件）。仅在处理句子时，阅读障碍组的反应时间较慢。然而，眼动追踪数据显示在处理混合模态图表时存在组间差异，而在无拼写图表中未发现组间差异。在处理条形图时，只有当图表包含拼写特征时，患有阅读障碍的学生才与阅读能力正常的同龄人有所不同。文中讨论了对处理信息文本的启示。版权所有© 2017约翰·威利父子有限公司。
