Visual Spatial Attention Of Primary School Students With Dyslexia:In Different Forms Of Vocabulary As Experimental Materials

Reading is a critical pathway to obtain written information,and to improve the students' core literacy of Chinese in primary school,otherwise,reading also is the important basis for all subjects to learn.In Chinese learning,some studies have found that Chinese learners also have reading disabilities,which may be affected by visual spatial attention.Therefore,paying attention to the characteristics of visual spatial attention of primary school students with dyslexia is conducive to educators to find out the problems in Chinese reading as soon as possible and reduce the probability of dyslexia.Based on vocabulary,the present study explores the visual spatial attention characteristics of primary school students with dyslexia by using different vocabulary stimulus conditions as materials and setting up four visual spatial locations: upper,lower,left and right.The purpose is to provide more specific experimental basis for primary school reading teaching,to help primary school educators teach students in accordance with their aptitude,and to provide reference for Chinese reading teaching.This study uses the combination of questionnaires and behavioral experiments to explore,including five parts.The first part is about the reading level of primary school students.The detection characteristics of dyslexia were analyzed.The second part is an experimental study of visual spatial attention at different reading levels using the visual search paradigm under morpheme stimulation.2(groups: obstacle group,general group)× 4(visual attention spatial positions: upper,lower,left and right)is a mixed experimental design.The third part is an experimental study on visual spatial attention of pupils with different reading levels by using pre-cuing paradigm under the condition of true and false vocabulary stimulus.2(groups:obstacle group,general group)×2(visual attention space positions: left and right)×2(cues: effective and ineffective)is a mixed experimental design.The fourth part is an experimental study on visual spatial attention of pupils with different reading levels under the same phonological stimulus of vocabulary.2(groups: obstacle group,general group)× 2(cues: effective and ineffective)× 2(visual attention space positions: left and right)is a mixed experimental design.The fifth part is an experimental study on the visual spatial attention of pupils with different readinglevels by using visual search paradigm under different vocabulary stimulus conditions.2(groups: obstacle group,ordinary group)×4(visual spatial positions: upper,lower,left and right)×3(vocabulary: noun,adjective,verb)is a mixed experimental design.Through the preliminary study and analysis of visual spatial attention of dyslexic pupils under different vocabulary stimulus conditions,the main findings of this study are as follows:(1)The reading ability of primary school students is at the medium level.Some primary and middle school students have dyslexia.Primary school students with different genders,grades and family conditions have different differences in reading proficiency scale.(2)Dyslexia mostly occurs at the age of 9 to 12 years old.The data also shows that the detection rate of dyslexia in children entering the early third grade is relatively high,the overall reading ability of senior students is relatively stable,and the detection of dyslexia is more optimistic than that of junior students.(3)Under the stimulus conditions of morphemes,true and false words,same phonetic words with different properties in different locations,There are significant differences in the visual spatial attention features between dyslexic students and ordinary students.In addition,the attention performance of different students in different visual space positions is also different.(4)Under the stimulus of morpheme,true and false vocabulary and the same phonetic vocabulary,the visual-spatial attention of dyslexic students shows the attention feature of visual space neglected by the left visual field,and it is difficult to grasp the stimulus of the left spatial position.(5)The visual spatial attention features of dyslexic students also varied with the difficulty of vocabulary task.The visual spatial attention of dyslexic students on complex tasks was slightly different from that of the general group.