Handwritten Production Features Of Primary School Children And The Comparison With Developmental Dyslexia Children

This study employed eye movement technique and picture-world interference paradigm to explore handwritten production developmental feature of primary school children and the differences of handwritten production between normal children and developmental dyslexia children.Experiment 1 uses 4(grade:3rd,4th,5th,6th grade)x4(distraction: orthography correlated while phonetics uncorrelated,orthography uncorrelated while phonetics correlated,both orthography and phonetics correlated,both orthography and phonetics uncorrelated)mixed design.The result shows that both orthography and phonetics can reduce the cognitive load of normal children handwritten production,improve their overall cognitive level and promote the production of handwritten.Orthography and phonological work on the later cognitive processing of primary school children handwritten production.Besides,the facilitated effect of phonetics,orthography,phonetics and orthography double correlation on 3rd-4th grade children's handwritten production is significantly smaller than that on 5th-6th grade children's.What's more,the facilitated effect of phonetics and orthography double correlation on primary school children's handwritten production is remarkably larger than that of single phonetics correlation or orthography correlation.Experiment 2 adopts 2(subject: DD children,normal children)x4(distraction:orthography correlated while phonetics uncorrelated,orthography uncorrelated while phonetics correlated,both orthography and phonetics correlated,both orthography and phonetics uncorrelated)mixed design.The result reveals that phonetics,orthography,phonetics and orthography double correlation can lighten the cognitive burden of DD children and normal children's handwritten production,improve the overall cognitive level of handwritten production and its capacity.In DDchildren,phonetics works on the early and later cognitive processing of handwritten production,while orthography facilitates the later cognitive processing.In normal children,orthography and phonetics facilitate later cognitive processing of handwritten production.With phonetics as distraction,the early cognitive load level of DD children strikingly higher than those cognitive load without distractions or with orthography as distraction.With orthography as distraction the cognitive processing level of DD children's handwritten production is lower than that of normal children with notable edge difference.Combining the results of experiment one and two,conclusions are made as follows:(1)phonetics,orthography,phonetics and orthography double correlation facilitate handwritten production of normal and DD children,displaying certain developmental features.With the advancement of grade,phonetics and orthography are playing an increasing important role in facilitating handwritten production of primary school children.(2)interaction between phonetics and orthography lies in handwritten production of primary school children.(3)phonological mediation hypothesis lies in handwritten production of DD children,while orthography autonomy hypothesis in normal children.(4)handwritten production of DD children has phonetics and orthography defects.