为诵读困难学生设计包容性的横向布局——以中文阅读材料为例。

Developing inclusive lateral layouts for students with dyslexia - Chinese reading materials as an example.

机构信息

Department of Industrial and Systems Engineering, Chung Yuan Christian University, Taoyuan, Taiwan.

Department of Industrial and Systems Engineering, Chung Yuan Christian University, Taoyuan, Taiwan; School of Industrial Engineering and Engineering Management, Mapua University, Manila, the Philippines.

出版信息

Res Dev Disabil. 2023 Jan;132:104389. doi: 10.1016/j.ridd.2022.104389. Epub 2022 Dec 9.

DOI:10.1016/j.ridd.2022.104389

PMID:36508778

Abstract

BACKGROUND/AIM: Students with learning disabilities have difficulties in reading abilities; however, their IQ is no less than that of ordinary students of the same age. This study investigated and developed three articles as the author and schoolteachers developed reading materials. Article A is with a standard layout; Article B is with keywords of various font sizes, and Article C is with a related illustration.

METHODS

Data of eye movements and reading tests from thirty students wherein 15 participants have dyslexia were collected. An eye-tracking methodology was employed to assess the dyslexics' students reading patterns and behavior.

RESULTS

ANOVA analysis shows differences in reading test performance among students for Article A with usual layout [F (1, 28) = 133.16, p = 0.000], but no significant differences for the other two articles. Based on the gaze map analysis, Article C (with illustration) can improve the reading completeness of the dyslexic students (eight out of fifteen dyslexic students had completed the reading during our experiment) than Article A and Article B.

CONCLUSION

The results affirm that special layouts and narrative writing styles can improve the reading attention of students with dyslexia. This study's results and conclusions can reference future teaching materials or lesson preparation using lateral layouts for people with dyslexia.

摘要

背景/目的：学习障碍学生在阅读能力方面存在困难；然而，他们的智商并不低于同年龄的普通学生。本研究调查并开发了三篇文章，由作者和学校教师共同开发阅读材料。文章 A 采用标准布局；文章 B 采用不同大小字体的关键词，文章 C 则配有相关插图。

方法

收集了 30 名学生（其中 15 名学生有阅读障碍）的眼动和阅读测试数据。采用眼动追踪方法评估阅读障碍学生的阅读模式和行为。

结果

方差分析显示，对于通常布局的文章 A，学生的阅读测试表现存在差异[F (1, 28) = 133.16，p = 0.000]，但对于其他两篇文章则没有显著差异。基于注视图分析，与文章 A 和文章 B 相比，文章 C（带插图）可以提高阅读障碍学生的阅读完整性（在我们的实验中，十五名阅读障碍学生中有八名完成了阅读）。