學習障礙兒童線上閱讀歷程：來自眼球移動的證據

陳明蕾; 柯華葳

doi:10.6172/BSE.201311.3803004

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社会科学 > 教育学

DOI： 10.6172/BSE

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学习障碍儿童线上阅读历程：来自眼球移动的证据

Reading Patterns of Learning Disability Children during Text Reading: Evidence from Eye Movements

陈明蕾(Ming-Lei Chen) ；柯华葳(Hwa-Wei Ko)

特殊教育研究学刊； 38 卷 3 期 (2013 / 11 / 25) ， P81 - 103

繁体中文 DOI： 10.6172/BSE.201311.3803004

眼动型态；篇章阅讀；学习障碍儿童； eye movements ； text reading ； learning disability children

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摘要 │ 参考文献 (41) │ 被引用文献 (3) │ 国际计量

摘要〈TOP〉

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Chen and Ko (2011) found that older students treat word units as the primary reading unit, regardless of whether they read words at a high or low frequency. Younger students, such as second grade students, do not treat words as primary processing units when they encounter low-frequency words. Rather, they read according to characters. These findings suggest that a word-based processes strategy is adopted by Chinese children; however, when presented a word with low word frequency, younger Chinese children tend to read systematically according to character. This raises the question of whether Chinese learning disability (LD) children adopt words as reading units when they read text. Young children with reading difficulties may exhibit weak word-level processing skills rather than comprehension deficits alone. In this study, we investigated and compared the eye movement patterns of LD and non-LD children while reading text. Methods: One hundred LD students (from third to sixth grade) participated in the study. All were native speakers of Mandarin and had either normal or corrected vision. The participants in this research were referred from the pool of students with learning disabilities maintained by the bureau of education of a local county government. The participants' eye movements were recorded using an SR Eyelink 1000 eye-tracking system at the rate of 1,000 Hz. The participants were tested individually in two sessions. In the first session, the participants were administered tests to assess their reading fluency. In the second session, the participants were asked to carefully read four passages and were told that they would have to answer comprehension questions after finishing each reading. Because the materials used in this study were identical to those used in by Chen and Ko (2011), we were able to compare the eye movement patterns of the LD and non-LD readers. Findings: We focused on the ways LD students differed from non-LD students in first pass of processing and subsequent processing. In general, both the LD and non-LD elementary school children exhibited the effects of word frequency. However, the LD students required a longer fixation duration than the non-LD students did, both during the first pass and at subsequent processing stages. One phenomenon worth noting is that no difference was found among LD students in different grades. However, the non-LD students showed a significant difference between the fifth and sixth grades. The non-LD 6th students fixated on LF words significantly shorter than did those of fifth grade students during both the first pass and subsequent processing. Conclusion/Implications: Overall, the data in this study showed that the word-frequency effect appeared while the LD students read during the first pass and in subsequent processing. This suggests that LD students process texts according to word even when they have relatively slow word-decoding skills. Based on the pattern of data, it appears that the reading ability of the LD students in this study did not change as they grew older. This implies that when LD students have reading difficulties, their difficulties continue as they matriculate grades. Could specially designed readings make a difference? This will be an important topic in educational settings and will require more study before a stronger instructional program can be designed.

参考文献 ( 41 ) 〈TOP〉

李俊仁、柯华葳(2009)。台湾学生声韵觉識作业之声韵表徵运作单位。教育心理学报，41(1)，111-124。
连结：
柯华葳、陈明蕾、廖家寧(2005)。词频、词汇類型与眼球运动型态：來自篇章阅讀的证据。中华心理学刊，47(4)，381-398。
连结：
彭瑞元、陈振宇(2004)。「偶语易安、奇字难适」：探讨中文讀者断词不一致之原因。中华心理学刊，46(1)，49-55。
连结：
Bates, D., Maechler, M., & Dai, B. (2008). Lme4: Linear mixed effects models using S4 classes (R package version 0.999375-27). Retrieved Oct 22, 2011, from http://lme4.r-forge.rproject.org.
教育部（2012）：特殊教育法。2013 年9 月13日，取自http://edu.law.moe.gov.tw/LawContentDetails.aspx?id=FL009136&KeyWordHL。[Ministry of Education (2012). The Law of Special Education, retrieved from http://edu.law.moe.gov.tw/LawContentDetails.aspx?id=FL009136&KeyWordHL]

被引用文献 ( 3 ) 〈TOP〉

黄志雄(2016)。以眼动探讨符号元素对发展迟缓幼儿及同侪沟通图形符号辨识差异之研究。特殊教育研究学刊，41(3)，67-98。
简郁芩,郭品纤(2022)。中学生阅读科学图文与不同语意透明度之学术词汇的认知处理策略－眼动追踪研究。教育心理学报，53(4)，949-977。
(2019)。发展迟缓幼儿及一般幼儿对不同表徵绘本之眼动注意力与绘本理解差异之研究。台东大学教育学报，30(2)，71-101。

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