CAJ | 학술논문

本研究对汉语阅读障碍的加工缺陷进行探讨，期望有助于揭示语言加工的普遍性与特殊性，以及阅读障碍的成因，并可为后期的干预提供帮助。研究采用改编的言语认知测验对阅读水平匹配组与阅读障碍组和生理年龄匹配组进行比较后发现，阅读障碍组在语音意识和正字法加工任务上的成绩均明显差于生理年龄控制组和阅读水平匹配组；阅读障碍组在快速命名和语音记忆任务上的成绩不如生理年龄匹配组。因此，汉语发展性阅读障碍儿童存在语音意识和正字法加工缺陷，这两种缺陷可能是阅读障碍儿童面临的最主要的两人缺陷；阅读障碍儿童在快速命名和语音记忆上的不足可能是发展迟滞所致。同时，大多数的汉语阅读障碍儿童存在不止一种的认知缺陷。阅读障碍儿童在语音意识和正字法加工上存在缺陷的比例最高。
본연구대한어열독장애적가공결함진행탐토，기망유조우게시어언가공적보편성여특수성，이급열독장애적성인，병가위후기적간예제공방조。연구채용개편적언어인지측험대열독수평필배조여열독장애조화생리년령필배조진행비교후발현，열독장애조재어음의식화정자법가공임무상적성적균명현차우생리년령공제조화열독수평필배조；열독장애조재쾌속명명화어음기억임무상적성적불여생리년령필배조。인차，한어발전성열독장애인동존재어음의식화정자법가공결함，저량충결함가능시열독장애인동면림적최주요적량인결함；열독장애인동재쾌속명명화어음기억상적불족가능시발전지체소치。동시，대다수적한어열독장애인동존재불지일충적인지결함。열독장애인동재어음의식화정자법가공상존재결함적비례최고。
Reading is a multi - component skill that includes single word recognition, prose reading ability, reading comprehension anddecoding ability. Although the majority of young children acquire reading skills without difficulty, as many as one in six children will be＇at risk＇ of failing to read at a level that enables them to access their school curriculum. And identifying reading failure in young childrenmay help to prevent not only later educational underachievement but also the development of behavioral and emotional problems. Developmental dyslexia, broadly defined as a difficulty in learning to regd and spell despite adequate intelligence and educationalopportunity, is one of the most common childhood learning disabilities affecting approximately 5 - 10% of school - age children world-wide. Phonological processing （phonological awareness, rapid naming speed, and phonological memol） is known to underlie dyslexia,at least in English, but more recent theoretical propositions have suggested that the effects of phonological processing are likely univer-sal. A fascination with comparing the reading and mathematics achievement in Chinese language for children in China with that of the n-ative speakers of English in the USA has continued for some time in the history of developmental psychology. One of the earliest empiri-cal studies compared the cognitive performance and academic achievement of Japanese, Chinese, and American children （ Stevenson, etal. , 1985）. Obviously Chinese and Japanese children have a non - alphabetic orthography, and equally obviously significant culturaldifferences exist between American children and the other two groups. Chinese children surpassed Japanese and American children inreading scores; and both Chinese and Japanese children obtained higher scores in mathematics than the American children. Based on the above background, the authors used the self - designed and recomposed linguistic programs in order to investigate thecharacteristics and differences of phonological processing and orthographic processing among children with dyslexia （DYS） , grade 5chronological age （CA） controls and grade 3 reading level （RL） controls. The results indicated that the DYS group performed signifi-cantly more poorly than the CA and RA groups on both measures of phonological awareness and the orthographic processing; the DYSgroup performed more poorly than the CA group but comparably to the RA group on both measures of rapid naming and phonologicalmemory. As a result, among the Chinese developmental dyslexic children, the phonological awareness and orthographic processing defi-cit were the two major deficits and the developmental delay might result in the poor performance on measures of rapid naming and phono-logical memory. Meanwhile, the number of dyslexic children with phonological awareness and orthographic processing deficits out-weighed that of those with other deficits.