The Development Characteristics And Central Executive Of Tibetan Children's Chinese Reading Ability

Gough?1990?proposed the simple view of reading and simplified the concept of reading to two factors:decoding and comprehension.Decoding is about converting written symbols into sound and meaning.In alphabetic languages such as English,decoding was repeatedly revealed as playing an important role in reading for early graders.However,the importance might decrease as children entered into higher grades.In contrast to English,there are no direct and transparent corresponding rules for Chinese character reading.And on account of related research in China started late,few people care about minorities.Based on the systematic summary and analysis of previous studies,the first research is conducted to have an analysis of the cognitive processing characteristics of Tibetan pupils from three groups of grade three,grade four and grade five in elementary school at psycholinguistics level of phonological awareness,orthographic awareness,literacy.It is aimed to explore the cognitive processing characteristics in different grades.The dyslexia are more likely to report problems in the development of children's reading ability in the same environment.The working memory deficiency was tested in many studies and more evidences indicated that the executive dysfunction in dyslexia maybe the core deficit of dyslexia.Therefore,the second research explore the differences in executive function between different types of dyslexia children.Then some conclusions are drew below:1?Results showed that after controlling for the effects of Chinese language comprehension,Chinese character decoding skills significantly accounted for considerable amount of variance of Chinese reading comprehension at both 3^rdd grade and 5^thgrade.Among the three character decoding skills,after controlling for the effects of language comprehension and other Chinese character decoding skills,literacy significantly accounted for unique variance of Chinese reading comprehension in both 3^rdd grade and 5^thh grade;phonological awareness accounted for unique variance of Chinese reading comprehension in the 3^rdd grade,but not in the 4th grade;orthographic awareness decoding didn't account for unique variance in either grades significantly.2?In Chinese reading process of Tibetan children,the decoding is mainly related to the switching and inhibition,while the comprehension is mainly affected by the updating.