中国科学院行为科学重点实验室知识库

目的:探查汉语发展性阅读障碍儿童快速命名和正字法加工的特点。方法:运用小学生识字量评价量表和标准瑞文智力测试,从171名小学二至四年级学生中选出20名发展性阅读障碍(DD)儿童、22名同年龄对照组(CA)儿童、18名同阅读水平对照组(RL)儿童。三组儿童进行数字、图片快速命名,和正字法加工技能测试,即真字、假字、非字判断任务,记录反应时和错误率。结果:DD组在数字、图片快速命名上的反应时均长于CA组(均P0.05),而数字命名反应时短于RL组(P<0.05)。DD组和RL组均表现出拒绝假字的时间长于拒绝非字(均P0.05)。结论:本研究提示汉语阅读障碍儿童存在数字快速命名缺陷,其图片快速命名速度落后,与其阅读水平表现一致。本样本中的发展性阅读障碍儿童表现出明显的正字法效应,即能很好地判断假字和非字。;Objective： To examine the characteristics of rapid naming and orthographic processing in children with Chinese developmental dyslexia.Methods： Twenty children with Chinese developmental dyslexic （DD group）, 22 children with the same chronological age （CA group）, and 18 children with the same reading level （RL group） were selected with the Character Recognition Measure and Assessment Scale for Primary School Children and the Raven＇s Standard Progressive Matrices （RSPM）. All subjects completed the digital/picture rapid naming tests and orthographic processing skill test （i. e. a lexical decision task with characters, pseudo-characters and noncharacters）, and their reaction time and error rates were recorded. Results： The DD group had longer reaction time in picture naming [（23.8 ±4.0） s vs. （20. 0 ±3.4） s, P 〈0. 01] and digital naming tests [（ 11.7 ± 1.9） s vs. （9.4 ±1.7） s, P 〈0.01] than the CA group. The DD group had similar reaction time in picture naming test [（23. 8 ± 4. 0） s vs. （24. 6 ±4. 5） s, P 〉 0. 05 ] and shorter reaction time in digital naming test [ （ 11.7 ± 1.9） s vs. （ 13.5 ± 3.4） s, P 〈0. 05] than the RL group. In the orthographic skill test, rejective latencies of pseudo-characters were longer than that of non-characters for both DD and RL groups [DD： （884. 6 ± 133.6） ms vs. （820. 6 ±94. 1） ms, P 〈0.05; RL： （ 1034. 2 ± 226. 1） ms vs. （974. 9 ± 215.1） ms, P 〈 0. 05 ], while this effect was not find in CA group [（830.9 ± 166. 8） ms vs. （852. 2 ±171.4） ms, P 〉0. 05]. Conclusion： It suggests that the children with Chinese developmental dyslexia may have a deficit in digital rapid naming, and their lower rapid naming speed in pictures is consistent with their reading level. The present dyslexic children show a remarkable orthographic effect, that is, they could complete the lexical decision with pseudo-characters and non-characters.