汉语发展性阅读障碍儿童的眼动研究
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摘要
当前对汉语发展性阅读障碍儿童的眼动研究相对较少,对该群体的眼动控制特征的深入研究更少。汉语发展性阅读障碍群体内部存在较大的异质性,因此还需要对不同亚类型阅读障碍群体的眼动特征进行深入分析。本研究采用眼动记录技术对汉语发展性阅读障碍儿童以及生理年龄匹配组和阅读水平匹配组儿童进行比较研究,以揭示汉语发展性阅读障碍儿童的眼动特征以及阅读发展模式。共包括两个研究。
研究一：包括一个预实验和三个正式实验,主要从阅读者获取信息的范围和类型方面探讨发展性阅读障碍儿童眼动控制的空间特征,以及从阅读者获取信息的时间进程方面探讨该类群体眼动控制的时间特征。
预实验1筛查汉语发展性阅读障碍儿童。采用《小学生汉字识字量测试》、阅读理解测试和瑞文标准推理测验对390名小学三、四、五年级学生进行测试。根据测试成绩从四、五年级学生中筛查20名阅读障碍儿童,同时选择生理年龄匹配组儿童20名和阅读水平匹配组儿童20名。
实验1采用移动窗口范式对汉语发展性阅读障碍儿童的阅读知觉广度进行研究,同时与生理年龄匹配组和阅读水平匹配组儿童进行比较。结果发现阅读障碍儿童的阅读知觉广度为注视点右侧大约1-2个汉字的空间,精细信息的加工广度与阅读水平匹配组一致,约为1个汉字空间,粗略信息的加工广度约为2个汉字空间,小于阅读水平匹配组儿童(约3个汉字空间)；年龄匹配组儿童的阅读知觉广度右侧范围明显大于阅读障碍组儿童,为注视点右侧大约2-3个汉字的空间。
实验2采用边界范式对发展性阅读障碍儿童的预视效应进行研究,同时与生理年龄匹配组和阅读水平匹配组儿童进行比较。结果发现阅读障碍儿童和阅读水平匹配组儿童一样只在凝视时间和回视路径阅读时间两个指标上表现出字形预视效应,年龄匹配组儿童能较稳定地在副中央窝预视中获得字形信息,并能获得少量的语音预视信息。
实验3采用消失文本范式,设置4种文本呈现时间(40ms、80ms、120ms、正常文本)研究阅读障碍儿童的信息提取速度,并与两个匹配组相比较。结果发现,阅读障碍儿童的信息提取速度最慢,大约需要120ms时间,阅读水平匹配组至少需要80ms时间,年龄匹配组儿童的信息提取时间大约在40-80ms。当文本呈现时间较短时,各组儿童都能相应地改变阅读策略以适应这种变化,具体表现为延长注视时间、增加注视次数,减小向右眼跳幅度,同时降低再注视比率。
研究二：对主要发展性阅读障碍亚类型儿童在时间和空间两个维度上的眼动控制特征进行比较研究,包括一个预实验和三个正式实验。
预实验2对汉语发展性阅读障碍儿童的主要亚类型进行分析。采用预实验1的测量方法从另外519名四、五年级的学生中筛查37名阅读障碍儿童。然后对所有阅读障碍儿童和阅读水平匹配组儿童进行语音意识、语素意识、正字法意识和快速命名测验。最后采用标准差切分法,以阅读水平匹配组儿童的测验成绩为参照,对阅读障碍儿童进行亚类型分析。结果发现,语音意识缺陷人数比例最大,其次是正字法意识缺陷,混合缺陷中以语音正字法混合缺陷为主。最终确定将单纯语音意识缺陷型、单纯正字法意识缺陷型、语音正字法混合缺陷型和轻微缺陷型作为本研究的主要阅读障碍亚类型。
实验4对主要阅读障碍亚类型儿童的阅读知觉广度进行研究,并与生理年龄匹配组和阅读水平匹配组儿童进行比较。结果发现,语音意识缺陷组和正字法缺陷组儿童的阅读知觉广度与阅读水平匹配组基本相同,约为注视点右侧1-2个汉字的空间,语音正字法意识混合缺陷组儿童的知觉广度最小,约为注视点右侧1个汉字的空间,轻微缺陷组儿童的阅读知觉广度与年龄匹配组儿童大致相当,为注视点右侧2-3个汉字的空间。
实验5对主要阅读障碍亚类型儿童的预视效应进行研究。结果发现轻微缺陷组儿童能从副中央窝处获得字形预视信息,但是在阅读的早期阶段预视作用不太稳定；单一缺陷组儿童仅在凝视时间指标上存在预视效应,语音意识缺陷组能获得字形预视信息,正字法意识缺陷组儿童能获得语音预视信息；语音正字法意识混合缺陷型儿童既不能获得字形预视信息也不能获得语音预视信息。
实验6对主要阅读障碍亚类型儿童的阅读信息提取时间进行研究。结果发现,语音意识缺陷型儿童和正字法意识缺陷型儿童对阅读信息的提取时间大约需要120ms。当文本呈现时间较短时,两组儿童对阅读策略的调整方式也比较一致。轻微缺陷型儿童阅读信息的提取时间大约为80ms,在文本呈现较短时间时,阅读策略的调整与匹配组儿童基本一致。语音正字法混合缺陷型儿童对阅读信息的提取至少需要120ms时间。
综合以上研究,得出如下结论：(1)阅读障碍儿童群体的眼动控制特征与阅读水平匹配组儿童存在较小差异,但与年龄匹配组儿童相比,发展水平较低。(2)阅读障碍亚类型间的发展水平存在差异,其中轻微缺陷型儿童与年龄匹配组儿童差异较小；单一缺陷型儿童的信息获取范围和预视效应量与阅读水平匹配组无明显差异,但信息提取速度较慢于阅读水平匹配组；语音正字法混合缺陷型儿童的阅读受损程度最严重,眼动控制特征明显差于阅读水平匹配组儿童。
In current study eye-tracker was used to explore the oculomotor characters and reading development model of the developmental dyslexia with their age-matched and ability-matched children. Two preliminary experiments and six experiments were included in this study.
The purpose of preliminary experiment1was to screen Chinese developmental dyslexia. The assessment of vocabulary of Chinese characters for primary school (Wang&Tao,1996), the test of Chinese reading comprehension (Leong&Tse,2008) and Raven Standard Progressive Matrices Test were used to test390primary pupils. Then we selected20developmental dyslexia and their age-matched children from forth-and fifth-graders and20reading ability-matched children from third-graders.
In experiment1, the moving window paradigm was used to explore the perceptual span of the developmental dyslexic children and their age-matched and ability-matched children. The results showed that the right perceptual span of dyslexics was about one to two Chinese characters. The fine information processing span of dyslexics was about one Chinese character which was similar to that of their ability-matched children. On the other hand, the gross information processing span of dyslexics which was about two Chinese characters was smaller than that of their ability-matched children which was about three Chinese characters. This indicated that the ability of planning saccade of dyslexics was relatively poorer than their ability-matched children. The right span of age-matched children was distinctly larger than that of dyslexics. The fine information processing span of ability-matched children was approximately two Chinese characters and that of gross information was about three Chinese characters.
In experiment2, the boundary paradigm was used to explore the preview effects of the developmental dyslexic children and their matched children. The results found that dyslexics and their ability-matched ones could acquire orthographic preview benefits during analysis of gaze duration and regression path reading time while age-matched children could obtain strong orthographic preview benefits and a little phonological preview benefits.
In experiment3, the disappearing text paradigm was adopted. Four text appearing time(40ms、80ms、120ms、normal text) was set to explore the speed of capturing visual information of the developmental dyslexic children and their matched children. The results showed that the speed of capturing information of the dyslexic was about120ms which was the slowest. The speed of the ability-matched children was about80ms while that of the age-matched children was40-80ms. All children could accordingly change their reading strategy when the text appearing time was short.
Preliminary experiment2was undertaken to analyze the main subtypes of the Chinese developmental dyslexia. Thirty-seven dyslexics were selected from519fourth-and fifth-graders with the same means used in preliminary experiment1. And then four reading-related cognitive skills were examined, including phonological awareness, morphological awareness, orthographic awareness and rapid automatic naming. Based on the scores of ability-match children standard deviation cutoff criterion was adopted to analyze the subtypes of dyslexia. The results showed that the proportion of the dyslexics with phonological awareness deficit was the largest and secondly the dyslexics with orthographic awareness deficit. Finally, the dyslexics with single phonological awareness deficit, single orthographic awareness deficit, and phonology-orthographic awareness mixed deficit and slight deficit were defined as the main subtypes of dyslexia in current study.
Experiment4was carried out to investigate the perceptual span of main subtypes of dyslexia. The results found that the right perceptual span of the dyslexics with single phonological awareness deficit and single orthographic awareness deficit was about one to two Chinese characters which were similar with that of ability-matched children. The perceptual span of dyslexics with phonology-orthographic awareness mixed deficit was the most small which was about one Chinese character to the right of fixation. The right perceptual span of the dyslexics with slight deficit was about two to three Chinese characters which was similar with that of age-matched children.
In experiment5, the preview effects of main subtypes of dyslexia were explored. The results were as follows:the dyslexics with slight deficit could obtain orthographic information from parafoveal whereas the preview effect was not stable during the early stage of reading process. The dyslexics with single deficit could acquire preview effects only during analysis of gaze duration while the dyslexics with single phonological deficit could receive orthographic information from parafoveal vision and the dyslexics with single orthographic deficit receive phonological information. The dyslexics with mixed deficit could not obtain phonological or orthographic preview benefits.
Experiment6was conducted to investigate the speed of acquiring information of the main subtypes of dyslexia. The results found that the speed of acquiring information of dyslexics with single deficit was about120ms. The speed of dyslexics with slight deficit was about80ms while their reading strategies were similar with matched children when the very short time of text presentation. The dyslexics with mixed deficit need at least120ms time to obtain reading information.
In summary, the conclusions are as follows:(1) the oculormotor characteristics of dyslexics were not different from their ability-matched children whereas behind of age-matched children.(2) There were differences between the main subtypes of dyslexia. The discrepancy was on the small side between the dyslexics with slight deficit and their age-matched children. The speed of acquiring information of the dyslexics with single deficit was slower than that of ability-matched children. The development of oculormotor of dyslexics with mixed deficit was behind of ability-matched ones.
研究一：包括一个预实验和三个正式实验,主要从阅读者获取信息的范围和类型方面探讨发展性阅读障碍儿童眼动控制的空间特征,以及从阅读者获取信息的时间进程方面探讨该类群体眼动控制的时间特征。
预实验1筛查汉语发展性阅读障碍儿童。采用《小学生汉字识字量测试》、阅读理解测试和瑞文标准推理测验对390名小学三、四、五年级学生进行测试。根据测试成绩从四、五年级学生中筛查20名阅读障碍儿童,同时选择生理年龄匹配组儿童20名和阅读水平匹配组儿童20名。
实验1采用移动窗口范式对汉语发展性阅读障碍儿童的阅读知觉广度进行研究,同时与生理年龄匹配组和阅读水平匹配组儿童进行比较。结果发现阅读障碍儿童的阅读知觉广度为注视点右侧大约1-2个汉字的空间,精细信息的加工广度与阅读水平匹配组一致,约为1个汉字空间,粗略信息的加工广度约为2个汉字空间,小于阅读水平匹配组儿童(约3个汉字空间)；年龄匹配组儿童的阅读知觉广度右侧范围明显大于阅读障碍组儿童,为注视点右侧大约2-3个汉字的空间。
实验2采用边界范式对发展性阅读障碍儿童的预视效应进行研究,同时与生理年龄匹配组和阅读水平匹配组儿童进行比较。结果发现阅读障碍儿童和阅读水平匹配组儿童一样只在凝视时间和回视路径阅读时间两个指标上表现出字形预视效应,年龄匹配组儿童能较稳定地在副中央窝预视中获得字形信息,并能获得少量的语音预视信息。
实验3采用消失文本范式,设置4种文本呈现时间(40ms、80ms、120ms、正常文本)研究阅读障碍儿童的信息提取速度,并与两个匹配组相比较。结果发现,阅读障碍儿童的信息提取速度最慢,大约需要120ms时间,阅读水平匹配组至少需要80ms时间,年龄匹配组儿童的信息提取时间大约在40-80ms。当文本呈现时间较短时,各组儿童都能相应地改变阅读策略以适应这种变化,具体表现为延长注视时间、增加注视次数,减小向右眼跳幅度,同时降低再注视比率。
研究二：对主要发展性阅读障碍亚类型儿童在时间和空间两个维度上的眼动控制特征进行比较研究,包括一个预实验和三个正式实验。
预实验2对汉语发展性阅读障碍儿童的主要亚类型进行分析。采用预实验1的测量方法从另外519名四、五年级的学生中筛查37名阅读障碍儿童。然后对所有阅读障碍儿童和阅读水平匹配组儿童进行语音意识、语素意识、正字法意识和快速命名测验。最后采用标准差切分法,以阅读水平匹配组儿童的测验成绩为参照,对阅读障碍儿童进行亚类型分析。结果发现,语音意识缺陷人数比例最大,其次是正字法意识缺陷,混合缺陷中以语音正字法混合缺陷为主。最终确定将单纯语音意识缺陷型、单纯正字法意识缺陷型、语音正字法混合缺陷型和轻微缺陷型作为本研究的主要阅读障碍亚类型。
实验4对主要阅读障碍亚类型儿童的阅读知觉广度进行研究,并与生理年龄匹配组和阅读水平匹配组儿童进行比较。结果发现,语音意识缺陷组和正字法缺陷组儿童的阅读知觉广度与阅读水平匹配组基本相同,约为注视点右侧1-2个汉字的空间,语音正字法意识混合缺陷组儿童的知觉广度最小,约为注视点右侧1个汉字的空间,轻微缺陷组儿童的阅读知觉广度与年龄匹配组儿童大致相当,为注视点右侧2-3个汉字的空间。
实验5对主要阅读障碍亚类型儿童的预视效应进行研究。结果发现轻微缺陷组儿童能从副中央窝处获得字形预视信息,但是在阅读的早期阶段预视作用不太稳定；单一缺陷组儿童仅在凝视时间指标上存在预视效应,语音意识缺陷组能获得字形预视信息,正字法意识缺陷组儿童能获得语音预视信息；语音正字法意识混合缺陷型儿童既不能获得字形预视信息也不能获得语音预视信息。
实验6对主要阅读障碍亚类型儿童的阅读信息提取时间进行研究。结果发现,语音意识缺陷型儿童和正字法意识缺陷型儿童对阅读信息的提取时间大约需要120ms。当文本呈现时间较短时,两组儿童对阅读策略的调整方式也比较一致。轻微缺陷型儿童阅读信息的提取时间大约为80ms,在文本呈现较短时间时,阅读策略的调整与匹配组儿童基本一致。语音正字法混合缺陷型儿童对阅读信息的提取至少需要120ms时间。
综合以上研究,得出如下结论：(1)阅读障碍儿童群体的眼动控制特征与阅读水平匹配组儿童存在较小差异,但与年龄匹配组儿童相比,发展水平较低。(2)阅读障碍亚类型间的发展水平存在差异,其中轻微缺陷型儿童与年龄匹配组儿童差异较小；单一缺陷型儿童的信息获取范围和预视效应量与阅读水平匹配组无明显差异,但信息提取速度较慢于阅读水平匹配组；语音正字法混合缺陷型儿童的阅读受损程度最严重,眼动控制特征明显差于阅读水平匹配组儿童。
In current study eye-tracker was used to explore the oculomotor characters and reading development model of the developmental dyslexia with their age-matched and ability-matched children. Two preliminary experiments and six experiments were included in this study.
The purpose of preliminary experiment1was to screen Chinese developmental dyslexia. The assessment of vocabulary of Chinese characters for primary school (Wang&Tao,1996), the test of Chinese reading comprehension (Leong&Tse,2008) and Raven Standard Progressive Matrices Test were used to test390primary pupils. Then we selected20developmental dyslexia and their age-matched children from forth-and fifth-graders and20reading ability-matched children from third-graders.
In experiment1, the moving window paradigm was used to explore the perceptual span of the developmental dyslexic children and their age-matched and ability-matched children. The results showed that the right perceptual span of dyslexics was about one to two Chinese characters. The fine information processing span of dyslexics was about one Chinese character which was similar to that of their ability-matched children. On the other hand, the gross information processing span of dyslexics which was about two Chinese characters was smaller than that of their ability-matched children which was about three Chinese characters. This indicated that the ability of planning saccade of dyslexics was relatively poorer than their ability-matched children. The right span of age-matched children was distinctly larger than that of dyslexics. The fine information processing span of ability-matched children was approximately two Chinese characters and that of gross information was about three Chinese characters.
In experiment2, the boundary paradigm was used to explore the preview effects of the developmental dyslexic children and their matched children. The results found that dyslexics and their ability-matched ones could acquire orthographic preview benefits during analysis of gaze duration and regression path reading time while age-matched children could obtain strong orthographic preview benefits and a little phonological preview benefits.
In experiment3, the disappearing text paradigm was adopted. Four text appearing time(40ms、80ms、120ms、normal text) was set to explore the speed of capturing visual information of the developmental dyslexic children and their matched children. The results showed that the speed of capturing information of the dyslexic was about120ms which was the slowest. The speed of the ability-matched children was about80ms while that of the age-matched children was40-80ms. All children could accordingly change their reading strategy when the text appearing time was short.
Preliminary experiment2was undertaken to analyze the main subtypes of the Chinese developmental dyslexia. Thirty-seven dyslexics were selected from519fourth-and fifth-graders with the same means used in preliminary experiment1. And then four reading-related cognitive skills were examined, including phonological awareness, morphological awareness, orthographic awareness and rapid automatic naming. Based on the scores of ability-match children standard deviation cutoff criterion was adopted to analyze the subtypes of dyslexia. The results showed that the proportion of the dyslexics with phonological awareness deficit was the largest and secondly the dyslexics with orthographic awareness deficit. Finally, the dyslexics with single phonological awareness deficit, single orthographic awareness deficit, and phonology-orthographic awareness mixed deficit and slight deficit were defined as the main subtypes of dyslexia in current study.
Experiment4was carried out to investigate the perceptual span of main subtypes of dyslexia. The results found that the right perceptual span of the dyslexics with single phonological awareness deficit and single orthographic awareness deficit was about one to two Chinese characters which were similar with that of ability-matched children. The perceptual span of dyslexics with phonology-orthographic awareness mixed deficit was the most small which was about one Chinese character to the right of fixation. The right perceptual span of the dyslexics with slight deficit was about two to three Chinese characters which was similar with that of age-matched children.
In experiment5, the preview effects of main subtypes of dyslexia were explored. The results were as follows:the dyslexics with slight deficit could obtain orthographic information from parafoveal whereas the preview effect was not stable during the early stage of reading process. The dyslexics with single deficit could acquire preview effects only during analysis of gaze duration while the dyslexics with single phonological deficit could receive orthographic information from parafoveal vision and the dyslexics with single orthographic deficit receive phonological information. The dyslexics with mixed deficit could not obtain phonological or orthographic preview benefits.
Experiment6was conducted to investigate the speed of acquiring information of the main subtypes of dyslexia. The results found that the speed of acquiring information of dyslexics with single deficit was about120ms. The speed of dyslexics with slight deficit was about80ms while their reading strategies were similar with matched children when the very short time of text presentation. The dyslexics with mixed deficit need at least120ms time to obtain reading information.
In summary, the conclusions are as follows:(1) the oculormotor characteristics of dyslexics were not different from their ability-matched children whereas behind of age-matched children.(2) There were differences between the main subtypes of dyslexia. The discrepancy was on the small side between the dyslexics with slight deficit and their age-matched children. The speed of acquiring information of the dyslexics with single deficit was slower than that of ability-matched children. The development of oculormotor of dyslexics with mixed deficit was behind of ability-matched ones.
引文
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