从典型的L2学习中解脱阅读障碍在新兴的识字中
Turid Helland1, Frøydis Morken1, Wenche A Helland1,2
1Department of Biological and Medical Psychology, University of Bergen, Bergen, Norway.
Dyslexia (Chichester, England)
|September 28, 2023
概括
在第二语言 (L2) 学习者中识别阅读障碍需要仔细评估语言成绩以外的情况. 认知评估至关重要,因为较低的语言技能并不能自动表明L2儿童患有阅读障碍.
科学领域:
- 发展心理学 发展心理学
- 教育心理学教育心理学
- 语言学的语言学.
背景情况:
- 在母语使用者 (L1) 中确立了阅读障碍的识别.
- 在第二语言 (L2) 学习者中评估阅读障碍带来了独特的挑战.
- 一些L2学习者在没有正式诊断的情况下表现出缓慢的识字进步.
研究的目的:
- 研究识别L2学习者的阅读障碍的方法.
- 将L2学习者与L1母语使用者进行比较 (对照组和阅读障碍组).
- 分析L2个体资料并探索潜在的子组.
主要方法:
- 对二年级和三年级学生进行个人测试 (L1-Control,L1-Dyslexia,L2).
- 在症状和认知领域进行评估.
- 两步分析:组比较和L2个体分析.
主要成果:
- L2学习者表现出不同的语言和认知分数,与典型的L1阅读障碍概况有所不同.
- 三个L2子组出现了:类似于L1-Control,L1-Dyslexia和中间.
- 在L2学习者中语言分数较低并不是阅读障碍的确切标记.
结论:
- 在L2学习者中识别阅读障碍需要一种细微的方法.
- 认知评估比单独的语言评分更能表明L2儿童的阅读障碍.
- 高认知分数可能会作为L2学习者患有阅读障碍的补偿机制.
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