Written vocabulary size and errors of children with dyslexia in grade three to five

doi:10.11852/zgetbjzz2021-1899

Abstract

Abstract: Objective To investigate the written vocabulary size and the characteristics of written errors of children with developmental dyslexia (DD) in grade three to five, so as to provide reference for the targeted literacy teaching and the improvement of DD children′s Chinese character writing skills. Methods Totally 839 students of grade three to five in Nansha, Guangzhou were selected as the research subjects. Children with DD were screened out by using the Dyslexia Checklist for Chinese Children. The standard literacy test was used to test children′s written vocabulary size and the types of written errors. Data were analyzed by t test, χ² test, univariate and multivariate regression. Results Children with DD had lower written vocabulary size (β=-250.55,95%CI:-318.17 - -182.94), higher abnormal written vocabulary size rate (OR=3.08,95%CI:1.68 - 5.66). DD children were more likely to make mistakes in Chinese character transcription (β=0.44,95%CI:0.05 - 0.84) and Chinese character output (β=5.79,95%CI:3.13 - 8.46) tasks. DD children′s grouping word component error rate(β=0.28,95%CI:0.06 - 0.50)and phrase forming error rate (β=5.48, 95%CI:2.89 - 8.07) were higher than those of normal children. Stratified Logistic regression analysis showed that DD children in grade three and grade four were more likely to make mistakes in output tasks, which reflected in making phrase forming error (β=5.85, 95%CI: 1.75 - 9.95) in grade three and grouping word component error(β=0.56, 95%CI: 0.19 - 0.93), phrase forming error(β=8.05, 95%CI: 3.34 - 12.76) in grade four. Conclusions Children with DD in grade three to five have obvious literacy defects, and are more prone to transcription error and grouping word component error, phrase forming error. DD children in grade three are prone to phrase forming error. DD children in grade four are prone to grouping word component error and phrase forming error.

Key words: Chinese developmental dyslexia, children, written vocabulary size, written errors

摘要： 目的了解三~五年级发育性阅读障碍(DD)儿童的识字量和识字错误特点,为针对性地识字教学、提高DD儿童汉字书写能力提供参考。方法 2019年11—12月,以广州市南沙839名三~五年级学生为研究对象,采用“儿童汉语阅读障碍量表”筛查DD儿童;采用小学生标准识字量测试儿童的识字量水平和识字错误类型;采用t检验、χ²检验、单因素和多因素回归进行统计分析。结果与正常儿童比,DD儿童识字量水平更低(β=-250.55,95%CI:-318.17~-182.94),识字量异常风险更高(OR=3.08,95%CI:1.68~5.66);DD儿童的汉字抄写错误率(β=0.44,95%CI:0.05~0.84)和汉字生成错误率(β=5.79,95%CI:3.13~8.46)更高,汉字生成任务主要是组词字部件错误率(β=0.28,95%CI:0.06~0.50)、组词错误率(β=5.48,95%CI:2.89~8.07)高于正常儿童。分层线性回归分析发现三、四年级DD儿童在汉字生成任务中更易犯错,体现在三年级DD儿童的组词错误率更高(β=5.85,95%CI:1.75~9.95),四年级DD儿童的组词字部件错误率(β=0.56,95%CI:0.19~0.93)、组词错误率(β=8.05,95%CI:3.34~12.76)更高。结论三~五年级DD儿童存在明显的识字缺陷,容易出现汉字抄写错误、组词部件错误和组词错误,三年级容易出现组词错误,四年级容易出现组词字部件错误、组词错误。

关键词: 汉语发育性阅读障碍, 儿童, 识字量, 识字错误

CLC Number:

G623.22

GUO Xu-ning, PU Ying-qi, MA Jing-wen, PAN Ning, FAN Xiao-xuan, XU Xiao-yu, JIN Yu-ying, GUO Yang-feng, LI Xiu-hong. Written vocabulary size and errors of children with dyslexia in grade three to five[J]. Chinese Journal of Child Health Care, 2022, 30(12): 1315-1321.

郭旭宁, 普迎琦, 马静文, 潘宁, 范晓萱, 徐小雨, 金钰莹, 郭仰峰, 李秀红. 三~五年级阅读障碍儿童的识字量和识字错误类型研究[J]. 中国儿童保健杂志, 2022, 30(12): 1315-1321.

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