漢語讀寫困難學童的行為分析

本文通過讀寫困難行為量表對深圳1400名小學二年級和初中一年級學生進行調查和篩選，歸納漢語讀寫困難學童的行為特徵。資料結果顯示，46.45%的小學二年級學生和4.84%的初中一年級學生在讀寫方面出現困難。在小學二年級，學校對於讀寫困難學童的甄別具有顯著影響，在初中一年級，學校對於讀寫困難學童的甄別不具顯著影響，這說明小學讀寫困難學童的高比例是由於深圳地區不同學校的教學資源與教學方法引起的。經過調整後，小學讀寫困難學童的甄別率為5.97%。行為特徵分析結果顯示，小學階段的讀寫困難學童集中表現為書寫能力與口頭表達能力的不相匹配，隨著年齡增長，讀寫困難學童在閱讀、寫作和書寫三方面的表現比同齡學童都要差。
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. Copyright © 2017 by authors and Hans Publishers Inc.