摘要
对英语和汉语阅读获得所需要的认知技能及发展性阅读障碍儿童认知缺陷的研究进行了回顾。分析表明阅读发展所需认知资源表现出了跨语言的一致性,都要求有充足的学习与记忆能力和正常的视觉正字法技能,语音和语义知识表征足够精细;阅读障碍儿童的主要认知缺陷也表现出了跨文字的一致性,都包括语音缺陷和一般的学习与记忆问题。然而儿童所面临的语言文字特性会影响到阅读技能获得的难易和发展性阅读障碍的表现。
The predictors of reading development and the cognitive deficits of developmental dyslexics in English and Chinese orthographies are reviewed. The results show the cognitive resources children should possess in order to acquire reading skills keep consistency in different languages, including adequate learning and memory resources, normal visual-orthographical skills, and fine-grained representations of phonological and semantic knowledge; the main cognitive deficits of dyslexics also show cross-orthography consistency, mostly including phonological deficit and general learning and memory deficit. However the characteristics of language and orthography children are confronted with will affect the ease of reading acquisition and the phenotypes of developmental dyslexia.
出处
《心理科学进展》
CSSCI
CSCD
北大核心
2006年第5期665-674,共10页
Advances in Psychological Science
基金
教育部博士点基金资助项目(01JBXLXOO4)
教育部人文社会科学"十五"规划资助项目(DBB030239)。
关键词
阅读发展
认知资源
发展性阅读障碍
认知缺陷
reading development, cognitive resources, developmental dyslexia, cognitive deficits.
