Veszeli Judit, Shepherd Alex J
Department of Psychological Sciences, Birkbeck, University of London, London, UK.
Department of Psychological Sciences, Birkbeck, University of London, London, UK.
Vision Res. 2019 Mar;156:73-83. doi: 10.1016/j.visres.2019.01.006. Epub 2019 Feb 4.
This study compared the effects of the colour and size of overlays on reading time, reading errors and on the clarity of text with young primary school children. The sample comprised a non-clinical, typical, sample from an East London primary school. One hundred and six children aged between four and seven years were asked to read 11 short passages of text (60 words) either with full page overlays or smaller reading rulers (53 in each group). This sample included younger children than has often been tested before. The 11 short passages allowed an assessment of baseline reading performance (no reading aid) and performance while reading with each of a set of ten coloured reading aids. Two different, yet beneficial, colours were determined: the most effective and the clearest/most comfortable. Both of these measures are not usually recorded. All but four children had reduced reading times with one of the reading aids and all but one reported their aid improved the perceived visual clarity of the text: the size of the reading aid did not affect reading time or visual clarity significantly. The numbers of skipped words and errors/mis-read words also decreased when reading with the most effective and most comfortable reading aid. Near visual acuity was assessed with and without each child's most effective coloured aid. The most effective aid improved acuity in over a third of the children. Acuity has not been assessed in previous studies. As reported previously, different colours helped different children. In conclusion, coloured reading overlays reduced reading times on the reading test employed here and the size of the reading aid was not crucial to facilitate performance. The largest reductions occurred for the youngest readers, suggesting these aids may be particularly effective for early readers.
本研究比较了覆盖物的颜色和尺寸对小学低年级儿童阅读时间、阅读错误及文本清晰度的影响。样本来自东伦敦一所小学的非临床典型样本。106名年龄在4至7岁之间的儿童被要求阅读11篇短文（60个单词），阅读时有的使用整页覆盖物，有的使用较小的阅读尺（每组53人）。该样本包含的儿童比以往测试的通常年龄更小。这11篇短文可用于评估基线阅读表现（不使用阅读辅助工具）以及使用十种彩色阅读辅助工具时的阅读表现。确定了两种不同但都有益的颜色：最有效的颜色和最清晰/最舒适的颜色。这两种指标通常都未记录。除四名儿童外，其他所有儿童使用一种阅读辅助工具后阅读时间都缩短了，除一名儿童外，其他所有儿童都表示他们使用的辅助工具提高了文本的视觉清晰度：阅读辅助工具的尺寸对阅读时间或视觉清晰度没有显著影响。使用最有效和最舒适的阅读辅助工具阅读时，跳读的单词数量以及错误/误读的单词数量也减少了。在使用和不使用每个孩子最有效的彩色辅助工具的情况下评估了近视力。超过三分之一的儿童使用最有效的辅助工具后视力得到了改善。之前的研究中未对视力进行评估。如先前报道的那样，不同颜色对不同儿童有帮助。总之，彩色阅读覆盖物缩短了此处采用的阅读测试中的阅读时间，阅读辅助工具的尺寸对促进阅读表现并非至关重要。阅读时间减少最多的是最年幼的读者，这表明这些辅助工具对早期读者可能特别有效。
