Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology and Education (Beijing Normal University), Institute of Children's Reading and Learning, Faculty of Psychology, Beijing Normal University, No.19 Xinjiekouwai Street, Haidian, Beijing, China.
Department of Human Development and Quantitative Methodology, University of Maryland, College Park, College Park, MD, USA.
Ann Dyslexia. 2021 Apr;71(1):127-149. doi: 10.1007/s11881-020-00210-0. Epub 2021 Jan 13.
The present study investigated whether and to what extent children with dyslexia utilize visual and phonetic strategies in character learning. A paired associate learning paradigm was used in two experiments to train children's pronunciation-orthography associations of novel words, with a recall task 1 week later for retention. Experiment 1 included 32 Mandarin-speaking fifth graders with dyslexia (dyslexia group) and 28 age-matched peers (comparison group) and manipulated the availability of an arbitrary bolded stroke in Chinese character (visual cue, available vs. unavailable) of eight low-frequency real characters. The dyslexia group demonstrated poorer character learning effects than the comparison group, whereas the similar interference effect of visual cues was found across groups. Sixty-six fifth-grade children participated in Experiment 2 (dyslexia, N = 34). The regularity of phonetic cues of 12 pseudo-characters was manipulated into regular, semiregular, irregular, providing full, partial, or no pronunciation cues. The dyslexia group demonstrated comparable learning outcomes of regular pseudo-characters, but poorer learning on semiregular and irregular pseudo-characters than the comparison group. Importantly, they utilize semiregular phonetic cues. In both experiments, the two groups did not differ on the retention of learning. Taken together, children with dyslexia perform poorer in the learning stage, but not in visual or phonetic strategies or the retention of learning. Like their peers, they do not use arbitrary visual cues but utilize phonetic cues, and thus compensate for poor learning of regular characters and alleviate that of semiregular characters.
本研究旨在探讨阅读障碍儿童在汉字学习中是否以及在何种程度上利用视觉和语音策略。在两个实验中，我们使用了配对联想学习范式来训练儿童对新单词的发音-拼写联想，一周后进行回忆任务以测试保持情况。实验 1 包括 32 名患有阅读障碍的五年级普通话儿童（阅读障碍组）和 28 名年龄匹配的同伴（对照组），并操纵汉字中任意加粗笔画（视觉线索，有/无）的可用性，共有 8 个低频真实汉字。阅读障碍组的汉字学习效果比对照组差，而两组的视觉线索干扰效应相似。66 名五年级儿童参加了实验 2（阅读障碍组，N=34）。12 个假字的语音线索规则性被操纵为规则、半规则、不规则，提供完整、部分或无发音线索。阅读障碍组对规则假字的学习结果与对照组相当，但对半规则和不规则假字的学习结果比对照组差。重要的是，他们利用了半规则的语音线索。在两个实验中，两组在学习阶段的保持情况没有差异。总的来说，阅读障碍儿童在学习阶段表现较差，但在视觉或语音策略或学习保持方面没有差异。与他们的同龄人一样，他们不使用任意的视觉线索，而是利用语音线索，从而弥补了对规则汉字学习的不足，并减轻了对半规则汉字学习的影响。
