阅读困难的和没有阅读困难的儿童在整个小学年级的拼写发展:希腊拼写的证据
Sophia Giazitzidou1, Panagiotis Simos2, Athanasios Bachoumis3
1Department of Primary Education, University of Crete, Heraklion, Greece. sgiazitz@gmail.com.
Annals of dyslexia
|June 22, 2024
概括
阅读困难的孩子表现出拼写增长较慢,即使经过多年的教学,拼写也会持续下去. 希腊语言因素可能会导致这些持续的拼写缺陷.
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:
- 拼写的发展对于识字的获取至关重要.
- 了解影响儿童拼写成长的因素对于有针对性的干预至关重要.
- 希腊语言的特点可能会给拼写发展带来独特的挑战.
研究的目的:
- 研究希腊语儿童拼写的纵向发展.
- 检查初始阅读能力,年级和性别如何影响拼写成长率.
- 识别阅读困难的儿童持续拼写困难.
主要方法:
- 长度研究503名希腊语儿童 (41名阅读困难).
- 在五个测量点 (二至六年级) 收集了3年的数据.
- 用于分析拼写性能轨迹的个人增长曲线建模.
主要成果:
- 在总样本中观察到持续的拼写增长,一些群体的增长率减缓.
- 阅读困难的孩子从2-5年级起,拼写成长显著放缓.
- 拼写增长率并没有根据性别有显著差异,但在4年级读书组之间显示出了趋同.
结论:
- 尽管有系统的教学,但在说希腊语的儿童中,拼写困难仍然存在,并存在阅读挑战.
- 希腊语的复杂形态系统和拼写透明度可能有助于这些持续的缺陷.
- 早期阅读能力是拼写成长轨迹的关键调节者.
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