符号化文本作为辅助技术:探索对阅读理解的影响
1Department of Special Education and Clinical Sciences, University of Oregon, United States.
Research in developmental disabilities
|April 1, 2025
概括
符号化文本通常用于帮助智力和发育障碍 (IDD) 的人,实际上可能会阻碍阅读理解和阅读速度放缓. 在为IDD人口使用这些文本时,建议谨慎使用.
科学领域:
- 辅助技术研究 辅助技术研究
- 特殊教育 特殊教育
- 认知心理学 认知心理学
背景情况:
- 符号化文本,将图形与文字配对,被广泛认为有助于智力和发育障碍 (IDD) 的个人访问书面内容.
- 尽管它们作为辅助技术的常用,但支持通过符号化文本提高阅读理解的经验证据很少.
- 对初学者进行的研究表明,图像可以通过将注意力从文本转移而阻碍阅读理解和成长.
研究的目的:
- 研究符号化文本对IDD个体阅读理解能力的影响.
- 确定图形符号是否增强或损害了该群体的文本可访问性.
主要方法:
- 使用客观措施来评估阅读理解.
- 员工阅读水平匹配的文本,有或没有图形符号.
- 分析了理解得分,阅读率以及阅读率与理解之间的关系.
主要成果:
- 与传统文本相比,当使用符号化文本时,IDD患者的阅读理解得分明显较低.
- 包括图形符号导致阅读速度显著下降.
- 在符号化文本条件下,阅读率和阅读理解得分之间观察到负相关性.
结论:
- 符号化文本可能不会增强,并且可能会降低IDD患者的内容可访问性.
- 对于这群人来说,在文本中广泛使用图形符号需要重新评估.
- 针对IDD患者的教育材料的制作者应对图形符号与文本的整合保持谨慎.
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