Successive Process And Simultaneous Process Of Uyghur-Chinese Single,bilingual Dyslexia Children

Even though a large amount of research on children who have developmentaldyslexia has been done by people in western countries,there is littlecognition research on children whose mother tongue is Uyghur and the secondlanguage is Chinese. This paper took the PASS model for support,based oncomprehensive cognition processing intelligence theory,using cognitivepsychology of experiment method to examine cognition process ofUyghur-Chinese single，bilingual dyslexia children.This paper also exploredrole and influence of successive and simultaneous process in the processof Uyghur and Chinese reading function, and in-depth and careful studies,so as to reveal the general and specific dyslexia of cognitive processingcharacteristics. In the test the selection process, there is only threechildren who are existing alone Uyghur developmental dyslexia, so in the study,single language dyslexia which is exist alone Chinese reading dyslexiachildren. Research by three parts:Study Ⅰ took nonverbal experiment task——Corsi Block-Tapping Task andwords kind of experiment task——Alphabet Span Task,in according to keycharacteristic of successive cognitive process to form,to comprehensivestudy successive cognition process characteristics of the Uyghur-Chinesesingle，bilingual dyslexia children. The result shows that the children withexisting alone Chinese developmental dyslexia and the children with existingChinese and Uyghur developmental dyslexia had significantly lower scoresin successive process than normal children. The children with existingChinese and Uyghur developmental dyslexia had significantly lower scores innonverbal successive task than the children with existing alone Chinesedevelopmental dyslexia,but they are no significant different in scores ofwords kind of successive between the two groups.Study Ⅱ took nonverbal experiment task——Graphics Shape Design andwords kind of experiment task——Graphics Space Judgment, in accordingto key characteristic of simultaneous cognitive process to form,tocomprehensive study simultaneous cognition process characteristics of theUyghur-Chinese single，bilingual dyslexia children. The result shows that the children with existing alone Chinese developmental dyslexia and thechildren with existing Chinese and Uyghur developmental dyslexia hadsignificantly lower scores in simultaneous cognitive process than normalchildren,but they are no significant different in simultaneous processbetween the two groups.In study Ⅲ, the author ran the relation and regression analysis toexamine the relationship among successive cognition process、simultaneouscognition process and reading of Uyghur and Chinese. The results demonstratedthat successive process significantly predicted Uyghur and Chinesereading,especially prediction function stronger in words kind of successiveprocess. Simultaneous cognition process plays an important role in Chinesereading,but is little effect in Uyghur reading.The Conclusions could be drawn through the three studies as follows:1) Uyghur-Chinese single， bilingual dyslexia children are low insuccessive cognitive process, and the children with existing Chinese andUyghur developmental dyslexia in successive cognitive process is moreuniversal.2) Uyghur-Chinese single， bilingual dyslexia children are low insimultaneous cognitive process.3) Successive cognitive process as a form of the general distal cognitiveprocess, to be able to beyond phonological coding, plays a very importantrole in children’s reading development. At the same time simultaneouscognitive process plays different roles in different language of reading,and Chinese reading rely on simultaneous cognitive process but is littleeffect in Uyghur reading.