The Characteristic Of Processing Phonology, Semantic And Grapheme Of Children With Developmental Dyslexia

In recent years, developmental dyslexia has been arousing researchers’great interest and attachment, which is a common learning disorder. So far, the Western research has achieved remarkable progress, while the domestic research findings and results have been inconsistent due to the inborn distinct characteristics of Chinese ideograph being different from phonogram and late steps in this area. Based on the previous recognized research, the test matched the dyslexia with the normal. The dissertation has discussed the relationship between the three factors and reading in the three following aspects:phonological processing, orthographic processing and semantic processing.The first experiment, three parts in initials, finals and tone discrimination have been conducted to find out the defects of dyslexia children in phonological processing which there are15characters in each part, then compared the difference between two groups of children. The second experiment researchers asked two groups of children distinguish30real characters and30homophones, which selected from primary school textbooks, conducted to true-pseudo characters judgment, and validated the existence of orthographic processing defects in reading. The third experiment mainly examined the semantic processing ability of dyslexia children, they were asked to select the target characters of similar meaning from three options, and to be compared with the reading of normal children.According to the results:in terms of phonological processing, the correct rate and reaction of dyslexia children were lower than normal children, and there are great variances exist between them in phonological processing. In terms of orthographic processing, the results have illustrated great differences exist between normal children and those with development dyslexic in real characters’discrimination, whereas the differences in homophones discrimination which is correspond the orthography rules was not significant. In terms of semantic processing, great variances exist between normal children and those with development dyslexic in correct rate, whereas there was not significant in reaction. From a development perspective, the literacy amount increased with the growth of the grade, phonological processing skills, orthographic processing skills and semantic processing skills are developed.