4～5年级阅读障碍儿童汉语单字的认知诊断测验

Cognitive Diagnosis Test for Chinese Characters in Students with Dyslexia from Grade Four to Five

以项目反应理论和认知诊断理论为指导,编制阅读障碍儿童汉语单字认知诊断测验,并探索其认知属性模型及特征。通过对834名4~5年级学生的实测与分析,发现测验的项目参数基本符合测量学的要求,信度和效度优良;两个年级的汉语单字阅读障碍划界分分别为35分和50分,检出率分别为7.40%和6.20%;62名汉语单字阅读障碍儿童可归入15种认知模型,其属性掌握以语音意识和正字法为最好,语素意识和音形结合其次,音义结合和形义结合则相对较差。

Guided by item response theory and cognitive diagnosis theory,the authors compiled a cognitive diagnosis test for children with dyslexia and explored their cognitive attribute models and their characteristics.Through the empirical measurement and analysis among 834 students from grade four to five,the project parameter of the test basically meets the requirements of surveying and the measure is reliable and valid.The diving points of fourth and fifth grades’single-character reading difficulties are 35 and 50 respectively.The rates of inspection were7.40%and 6.20%respectively.62 dyslexic students are classified into fifteen cognitive models.Their vocal awareness and orthography are the best.The morpheme consciousness and the phonological combination are the second,and the combination of meaning and form is poorest.