汉语读写困难学童的行为分析

The Behavioral Analysis of Chinese Dyslexia School Children

摘要: 本文通过读写困难行为量表对深圳1400名小学二年级和初中一年级学生进行调查和筛选，归纳汉语读写困难学童的行为特征。数据结果显示，46.45%的小学二年级学生和4.84%的初中一年级学生在读写方面出现困难。在小学二年级，学校对于读写困难学童的甄别具有显著影响，在初中一年级，学校对于读写困难学童的甄别不具显著影响，这说明小学读写困难学童的高比例是由于深圳地区不同学校的教学资源与教学方法引起的。经过调整后，小学读写困难学童的甄别率为5.97%。行为特征分析结果显示，小学阶段的读写困难学童集中表现为书写能力与口头表达能力的不相匹配，随着年龄增长，读写困难学童在阅读、写作和书写三方面的表现比同龄学童都要差。

Abstract: This paper used the behavior checklist of specific learning difficulties in reading and writing to screen poor reader of Chinese from 1400 primary and secondary school children in Shenzhen, and further analyzed their behaviors of reading and writing in Chinese. The results of screening show that 46.45% of primary school children and 4.84% of secondary school children are at risk for reading and writing disorder. Meanwhile, there is a significant correlation between school teaching and poor readers in the primary school children, but there is no such correlation in the secondary school children. This suggests that the high prevalence rate of poor reader in Chinese primary school children is caused by different educational resources and teaching methods in various schools. 5.97% of the primary school children are screened at risk for reading and writing disorder through adjustment. The behavior analysis of the poor readers reveals the extraordinary mismatch between writing and speaking skills of the primary school children and more complex performance in reading and writing of the secondary school children that are below the level expected for the children’s age and education.