阅读与阅读困难认知过程实证研究与理论分析

About the Empirical Research and Theoretical Analysis of Cognitive Process in Reading and Reading Difficulties

近些年来,国内外有关阅读与阅读困难认知过程的实证研究力图说明一个问题:即阅读过程和阅读障碍主要是受一般认知加工过程还是受语言认知过程和语言文字特性的影响?但无论是同型语言还是不同类型的语言认知的研究都没能完全回答上述问题,而是形成两大典型的派别和四种不同的理论观点:即普通认知加工学派的元认知理论和一般认知加工理论以及语言认知学派的阅读认知加工技能假说和语言文字特异性依赖假说。如何通过更高理论层次的整合来提高阅读困难儿童能力是当前阅读和阅读困难研究共同面临的问题。

In recent yers, empirical researches both at home and abroad focused on the cognitive process of reading arid RD have been trying hard to explain whether reading and RD are mainly affected by the general process of cognitive processing （domain-general） or by the cognitive process of language and the characteristics of literacy （domain-special）. However, researches on the cognition of the same type of language or different types of languages have failed to fully explain it. Instead, they have formed two typical schools and four different theoretical views. A common problem confronting current researches on reading and RD is how to integrate these empirical results and theoretic views and promote RD children＇ s competence from a higher theoretic level.