Experimental Study Of Visual Processing Of Chinese Reading Ability Of Primary School Students

The basic reading ability is a kind of basic cognitive abilities of children. Reading process includes a series of complex cognitive skills, including basic visual analysis, orthographic processing, phonological processing and semantic access. Researchers of domestic and overseas always pay much attention to the influencing factors of reading process. Around recently several decades years, a great deal of researches of reading and word recognition come forth, and gain plentiful and substantial productions. Attach importance to the influences of visual processing in reading becomes a trend in reading researches this years, but about the effect of visual processing on reading has not gained consistent results, especially about the Chinese reading.The influences of visual processing on reading, from this point of view, this study selects static visual perception, dynamic visual perception and visual working memory as the indexes of visual processing, in order to explore the influences of visual processing on reading.The study selects two age phases children, includes third and fifth grade children, 119 subjects in total, there are 62 subjects of third grade and the rest is fifth grade. The subjects are divided into four groups according to high and low academic achievement, which include high academic achievement both in Chinese and mathematics, low academic achievement both in Chinese and mathematics, high academic achievement in Chinese and low in mathematics, low academic achievement in Chinese and high in mathematics. The measure of visual perception takes the method of traditional threshold, in order to measure the subjects' visual sensitivity; visual working memory uses familiar figures as experimental materials, which present from visual manner; reading ability test includes orthography and reading comprehension aspects, and orthography test includes orthographic awareness, true-pseudo character judgment in characters and wrong character identification, reading comprehension test includes word meaning, cloze, paragraph writhing with sentence combination and phrase comprehension, which explore subjects' reading ability from a more general and integrative levels.Visual perception experiment results indicate: children of different academic achievement represent different subject discrepancy. In dynamic visual perception experiment, low academic achievement both in Chinese and mathematics students and low academic achievement in mathematics and high in Chinese students have poorer visual sensitivity compare to high academic achievement both in Chinese and mathematics students. In static visual perception experiment, high academic achievement both in Chinese and mathematics students' visual sensitivity is better than low academic achievement in mathematics students. And, there is grades discrepancy in visual sensitivity, higher grade students' visual sensitivity is better.Visual working memory experiment results indicate: high academic achievement both in Chinese and mathematics students' working memory ability distinctly better than other three groups, low academic achievement both in Chinese and mathematics students' visual working memory ability lower than other three groups, which indicate subject discrepancy. Along with the increase of age, two grades' students have some development in visual working memory ability.Reading ability tests' results indicate: in orthography test, high academic achievement both in Chinese and mathematics students' score is distinctly better than low academic achievement both in Chinese and mathematics students and low academic achievement in Chinese students'. That is: in true-pseudo character judgment in character test, low academic achievement in Chinese group's score is distinctly lower than high academic achievement both in Chinese and in mathematics group'; in wrong character identification test, high academic achievement both in Chinese and mathematics students' score is distinctly better than low academic achievement both in Chinese and mathematics students' and low academic achievement in Chinese students'. In reading comprehension test, low academic achievement both in Chinese and mathematics students' score is lowest; low academic achievement in Chinese students' reading comprehension score is distinctly lower than high academic achievement both in Chinese and mathematics students', and there is grades discrepancy in reading ability.Every variables' relation research results indicate: there are correlations among dynamic visual perception and static visual perception and visual working memory and reading ability, visual processing has predictability to reading ability, that different visual processing abilities effect on different reading levels: dynamic visual perception ability mainly effects on reading ability's orthographic awareness level; visual working memory mainly effects on reading process' true-pseudo character judgment in characters and reading comprehension levels.