［目的/意义］ 通过实验法研究发展性阅读障碍儿童在数字阅读与纸质阅读环境中汉字识别能力、语素能力、语音能力和阅读理解能力的差异,为发展性阅读障碍儿童数字阅读干预提供指导。［方法/过程］ 将参与实验的学生分为发展性阅读障碍组、同生理年龄组和纸质阅读同阅读水平组三组被试群体,对实验数据进行相关性分析,对比三组被试在阅读相关认知能力方面的差异。［结果/结论］ 在汉字识别能力、语素能力和语音能力方面,三组被试在数字阅读时的表现均逊于纸质阅读,其中发展性阅读障碍儿童受数字媒介的影响最大。在阅读理解能力方面,仅发展性阅读障碍儿童在数字阅读时阅读理解测试的表现差于纸质阅读,其余两组均在数字阅读时测试成绩更佳。
[Purpose/Significance] To study the differences in Chinese character recognition ability, morpheme ability, phonetic ability and reading comprehension ability of children with developmental dyslexia in digital reading and paper reading environment through experimental method, and provide guidance to intervene in digital reading for children with developmental dyslexia. [Method/Process] In this study, the students participating in the experiment were divided into three groups: the developmental dyslexia group, the same physiological age group, and the paper reading same reading level group. The correlation analysis of the experimental data was carried out and the three groups were compared the differences in reading-related cognitive abilities. [Result/Conclusion] In terms of Chinese character recognition ability, morpheme ability and phonetic ability, the performance of the three groups of subjects in digital reading is inferior to that of paper reading. Among them, children with developmental dyslexia are most affected by digital media. In terms of reading comprehension ability, only the children with developmental dyslexia perform worse in the reading comprehension test in digital reading than in paper reading, and the other two groups have better test scores in digital reading.
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