CAJ | 학술논문

采用EyeLinkII眼动仪，选取阅读障碍儿童及与其年龄相同、阅读能力水平相同的儿童为被试，要求他们阅读正常无空格和词间空格句子。结果发现，在阅读正常无空格和词间空格句子时，阅读障碍儿童与年龄匹配组和能力匹配组儿童一样，单次注视时往往将首次注视定位于词的中心，多次注视时首次注视往往落在词的开头；当首次注视落在词的开头时再注视该词的概率增加，而且再注视往往落在词的结尾部分。我们认为，中国儿童在阅读过程中采用的是“战略．战术”策略。
채용EyeLinkII안동의，선취열독장애인동급여기년령상동、열독능력수평상동적인동위피시，요구타문열독정상무공격화사간공격구자。결과발현，재열독정상무공격화사간공격구자시，열독장애인동여년령필배조화능력필배조인동일양，단차주시시왕왕장수차주시정위우사적중심，다차주시시수차주시왕왕락재사적개두；당수차주시락재사적개두시재주시해사적개솔증가，이차재주시왕왕락재사적결미부분。아문인위，중국인동재열독과정중채용적시“전략．전술”책략。
Research investigating eye movement control during reading of alphabetic languages has demonstrated that the decision of where the eyes move is generally considered to be made on a word-unit basis. Consequently, one of the central concerns is the properties of words that influence readers＇ landing positions during reading. For alphabetic writing system, a widely accepted view is that the spaces between words have an important influence on where the eyes land. However, some languages （e.g., Chinese and Japanese）, are written without spaces between successive characters or words. Whether the decision about where to move the eyes during Chinese reading is also made on a word-unit basis is still an open question. Zang （2010） monitored native Chinese adults and children＇s eye movements as they read text that did or did not demark word boundary information. Zang found that the adults＇ and children＇s pattern of landing positions were very similar to each other when they read word spaced and normal unspaced sentences. The author suggested that Chinese reading was on a word-unit basis, similar to that of alphabetic writing systems. However, the refixation patterns of the two age groups differed from each other. Children tended to be less effective and systematic than adults when targeting refixations. Zang argued that the different levels of skill for reading between adults and children might be the reason. However, this study could not eliminate the influences of age difference from reading skill difference. We tested 11 dyslexic fifth graders together with their age-matched group （15 normal fifth graders） and reading ability-matched group （13 normal third graders） under both the word spaced and normal unspacedexperimental conditions to explore how reading skill and age influenced their landing positions during reading. Their eye movements were recorded by a SR Research EyeLink II eyetracker （sampling rate = 500 Hz） that monitored the position of the right eye every two milliseconds. We found that there was no reliable interaction between the presentation conditions and the participant groups on all eye movement measures. In terms of the patterns of landing positions, there was no significant difference between all three groups under the two presentation conditions. Specifically, their fixations landed at the centre of the words when there was only one single fixation on them; however, the initial landing position shifted to the beginning of the words when there were multiple fixations on those words. In the latter case, they made more refixations on those words and generally landed on the end of the words. To sum up, the present study indicated that aU participants had similar landing positions when reading word spaced and normal unspaced sentences. We argued that Chinese children use the ＂strategy-tactics＂ approach during reading.