The Research On Implicit Learning Of The Children With Chinese Reading Disabilities

Basing on the studies of implicit learning and reading disabilities, we examined implicit learning and the relationship between implicit learning and explicit learning of the children with difficulties in Chinese reading on especial reading activity though examination and experimentation. An additional discussion of the implicit learning character on independence from IQ and age was also provided. There were six parts in this paper, they were introduction, summary of literature, theoretical conception, investigation, general discussion, conclusion and apocalypse. The findings were as follows:(1) Compared with normal children, the children with Chinese reading disabilities occurred limitation in recognition of Chinese characters and comprehension of words, sentences, segments, chapters.(2) In the assignments on classification of Chinese characters and comprehension of information, the discrepancy of achievement between the children with Chinese reading disabilities and the normal children was not notable under the condition of implicit learning. In addition, the children with Chinese reading disabilities showed the effect of implicit learning in the assignment on classification of Chinese characters.(3) To the children of Chinese reading disabilities, the achievement of implicit-explicit learning excelled that of single implicit or explicit learning in these two assignments, the effect of implicit-explicit learning was displayed in the assignments on classification of Chinese characters and dimensionality of frequency.(4) The study testified the IQ independence character of implicit learning, but did not sustain the age independence character of implicit learning.Based on these findings, the conclusions were as follows:(l)The ability of implicit learning of the children with Chinese reading disabilities is natural. We should evaluate these children by multi-method of evaluation, design "unconscious course", and explore the potential of implicit learning.(2) In reading activity, the training method of the combination of implicit and explicit may improve the level of reading, especially to the children with Chinese reading disabilities.Some useful implications were obtained from this study, they included:(1) To the children of Chinese reading disabilities, the education should extend to the field of implicit cognition, and explore manifold training method besides explicit training.(2) The study on implicit learning should involve the children of other types learning disabilities, and discuss the characteristic of implicit learning from diverse perspective.