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增加单词间距减少了迁移错误,并改善了阅读障碍学生的阅读理解
Ruth Maria Price-Mohr1, Colin Bernard Price1
1University of Worcester, Worcester, Worcestershire, United Kingdom.
概括
在叙事文本中增加单词间距显著改善了阅读障碍学生的阅读理解. 这种操纵也减少了所有参与者的字母和单词迁移,有助于阅读流性.
科学领域:
- 认知心理学 认知心理学
- 教育心理学教育心理学
- 神经科学是一个神经科学.
背景情况:
- 阅读障碍与视觉注意力的挑战有关.
- 文本呈现可能会影响阅读理解.
- 据报道,字母和单词迁移是阅读困难.
研究的目的:
- 调查增加单词间距对阅读理解在学生有和没有阅读障碍的影响.
- 探索是否增强间距可以减轻字母/词迁移现象.
主要方法:
- 一项小规模的研究涉及有和没有阅读障碍的学生.
- 在两个条件下使用标准化的叙事文本:标准和增加单词间距.
- 用标准化问题评估理解能力.
主要成果:
- 患有阅读障碍的学生表现出明显改善的理解得分,增加了单词间的间距.
- 在增加间距条件下的所有参与者中,字母和单词迁移的发生率显著降低.
结论:
- 增加单词间距是一个有益的文本操纵,以提高阅读障碍学生的阅读理解.
- 增强间距可能会缓解视觉注意力脱节问题,并减少对更广泛的读者进行文本迁移.
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