基于规则空间模型的3-4年级阅读障碍儿童语素意识的认知诊断

Diagnostic Dyslexia Test of Morphological Awareness for 3～4 Grades Based on the Rule Space Model

目的:以认知诊断理论的规则空间模型为基础,对3~4年级阅读障碍儿童的语素意识进行认知诊断。方法:从2138份有效样本中筛查出3~4年级202名阅读障碍儿童,73人完成A题本,129人完成B题本。结果:经过验证性因素分析,各项拟合指标均达到模型可接受的标准,表明两个题本各项目及分测验的属性层级关系适当;项目难度参数大多介于[-3,+3]之间,区分度参数大多在0.30以下,处于可接受范围;语素意识的判归有三种典型属性掌握模式,A、B题本中学生掌握一种属性的人数较多,掌握概率均在60%以上;两个题本中掌握同音同形字的学生均达到100%,掌握语素理解的学生比例分别为34.21%和21.21%,学生对语素组合的掌握概率分别为2.63%和8.33%。结论:阅读障碍儿童对同音同形字的辨别度较好,对语素理解和语素组合的掌握能力较差。

Objective：based on the rule space model （RSM）,development of diagnostic dyslexia test of morphological awareness for 3 !4 grades. Methods： 2138 effective samples are adopted,which includs 73 RD （reading disabilities）samples of the diagnostic dyslexia test A and 129 RD samples of diagnostic dyslexia test B. Results ： the hierarchical relationship of attributes was proved to be a good indicator of the degree of fitting; most of the difficulty parameters of the project are between[-3,＋3] , and the distinction between the parameters are mostly below 0.30＇there are three kinds of typical attribute mastery patterns in the judgment of the morpheme consciousness, and the number of the children in the mode 1 is more than that of A and B, which is more than 60X ; the mastery of the homonymous is the probability of 100X , the mastery of the morpheme understanding is 34.21% and 21.21% respectively, the mastery of the morpheme combination is 2.63X and 8.33X respectively. Conclusion ： the morpheme understanding and combination of the children with RD are not good.