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Information Processing Of Developmental Dyslexia In Chinese Children

Posted on:2004-01-24Degree:DoctorType:Dissertation
Country:ChinaCandidate:Y C ZouFull Text:PDF
GTID:1115360092487710Subject:Development and educational psychology
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Developmental dyslexia, as a major type dyslexia in reading, refers to an individual who demonstrates observant low grades in reading levels and state of reading difficulties compared to his same age group under the conditions of: (i) no obvious differences in mental intelligence, motivation, living and educational environment (ii). no obvious deficiencies in eyesight, hearing and neural systems. In recent years, developmental dyslexia has been arousing researchers' great interest and attachment and has become a dynamically new research orientation.Both domestic and international research in development dyslexia has proved its complexity. So far, the Western research has achieved remarkable progress, whereas, the domestic research findings and results have been inconsistent and fragmented due to the inborn distinct characteristics of Chinese ideograph being different from phoneticism and late steps in this area. Based on systematically summarizing and analyzing the previous recognized research, the dissertation has put forward the development dyslexia differences exist in children inner groups in the way that different age groups demonstrate variant processing deficiencies in development dyslexia at different levels. Some problems may happen in coding levels either in the phonetic or visual character; some may occur in reading comprehension levels in sentence, paragraph or chapter. Some dyslexia appear phonologically and orthographically; some appear semantically. Proceeding from these facts and targeting at different age groups of children who suffer fromdevelopment dyslexia, the dissertation has carried out a systematic and dynamic comparative research.The test groups are sampled from children with development dyslexia at Grade Three of Elementary School and at Grade Two of Junior School; whereas the comparison groups are chosen from the normal children with the matching physiological age, intelligence level and educational environment. The dissertation has discussed the information processing characteristics of children development dyslexia in Chinese in the four following aspects: phonological processing, orthographic processing, semantic processing and working memory processing.In terms of phonological processing, three sub-experiments in phonological awareness, tone and rhyme discrimination have been conducted to find out the students' identifying abilities in integral information of Chinese syllables and analyzing and processing abilities in fine phonological units. The results have illustrated great variances exist between normal students and those with development dyslexia in phonological coding. To be more concrete, students from Grade Three of Elementary School with dyslexia demonstrate obvious difficulties in identifying integral information of Chinese syllables and tine phonological units, which proves that the severe phonological processing deficiency is the major cause of development dyslexia for students from Grade Three of Elementary School. Meanwhile, it is the same with students from Grade Two of Junior School. However, in comparison to students from Grade Three of Elementary School, they have made certain progress in phonological techniques, especially in integral information processing of Chinese syllables. Their deficiency in identifying fine phonological units haven't improved.In terms of orthographic processing, other three sub-experiments in orthographic awareness, true-pseudo character judgment in characters and wrong character identification have been carried out to find out the students' awareness in rules of character formation, integral recognition levels of Chinese characters and fine information processing ability in print Chinese characters. The results showthat great differences exist between normal students and those with developmental dyslexia in visual coding . To be exact, students from Grade Three of Elementary School with dyslexia demonstrate obvious difficulties in rules of character formation, recognition levels of Chinese character formation, integral...
Keywords/Search Tags:Chinese, developmental dyslexia, information processing, phonological processing, orthographic processing, semantic processing, working memory processing
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