Studies of Psychology and Behavior ›› 2018, Vol. 16 ›› Issue (5): 594-602.

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The Effects of Word Segmentation on Chinese Developmental Dyslexia: A comparison in Oral and Silent Sentence Reading

BAI Xuejun1,2, ZHANG Mingzhe1,2, MENG Hongxia3, TAN Ke1,2, WANG Wen1,2   

  1. 1. Academy of Psychology and Behavior, Tianjin Normal University, Tianjin 300074, China;
    2. Center for Cooperative Innovation in Mental Health Assessment and Promotion, Tianjin 300074, China;
    3. Faculty of Fundamental Courses, Tianjin Foreign Studies University, Tianjin 300204, China
  • Received:2018-05-18 Online:2018-09-19 Published:2018-09-20

词边界信息对发展性阅读障碍儿童朗读和默读影响的眼动研究

白学军1,2, 张明哲1,2, 孟红霞3, 谭珂1,2, 王雯1,2   

  1. 1. 教育部人文社会科学重点研究基地天津师范大学心理与行为研究院, 天津 300074;
    2. 国民心理健康评估与促进协同创新中心, 天津 300074;
    3. 天津外国语大学基础课教学部, 天津 300204
  • 通讯作者: 白学军,E-mail:bxuejun@126.com
  • 基金资助:
    国家自然科学基金资助项目(81471629)、全国文化名家暨“四个一批”人才工程项目和天津市杰出津门学者计划

Abstract: In this study, selecting dyslexic children in 5th grade with their corresponding reading level-matched group and age-matched group as subjects, the effects of word segmentation on silent reading and oral reading were discussed. Eye movement was recorded when they read sentences using Eyelink 2000. The results indicated that total fixation duration was shorter, and total number of fixations and number of forward fixations were less for age-matched group than dyslexic group. Children had more difficulties when they read loudly than read silently. Word segmentation had facilitating effect on oral reading.

Key words: word segmentation, silent reading, oral reading, developmental dyslexia, eye movement

摘要: 以发展性阅读障碍儿童及与其年龄和阅读能力相匹配的儿童为对象,要求他们朗读或默读正常呈现或以词间空格形式呈现的文本,采用眼动仪记录儿童的眼动轨迹,目的是探讨词边界信息的引入对三组儿童朗读和默读的影响。结果发现,相较于正常儿童,阅读障碍儿童需要更多的总注视时间和总注视次数,更短的平均眼跳距离;与默读相比,所有儿童在朗读方式下的阅读加工更困难;相较于默读,词边界信息更多促进了儿童的朗读。

关键词: 词切分, 默读, 朗读, 发展性阅读障碍, 眼动

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