Cognitive Diagnostic Of Chinese Vocabulary In Children With Dyslexia

Objective:(1)In order to a tool for the screening of children who are disabled in reading,for whom it should a set of cognitive diagnostic test.(2) To analyze the response patterns and the error rules of disable children in reading,which provides the data support for the construction of cognitive models.Methods: The cognitive design system(CDS) method, is based on Gough’s bottom-up reading cognitive theory and CBAL model of reading proficiency,also rests on IRT parameters and dyslexic that children often use wrongly,finally compiling the reading obstacles of Chinese vocabulary cognitive diagnostic test, the big eight title measured eight attributes, constitute the form meaning access. The big eight title measured eight attributes,constituting the form meaning access,grapheme to phoneme-semantic access, and audio semantic access,all of which form of a relation attribute hierarchy. According to the method of expert evaluation and ROC curve method to determine the demarcation points,after a total of three survey, the formal implementation of a total of 1135 questionnaires, 1074 valid questionnaires, the effective rate of 94.6%.Finally, the cognitive attribute model and the error rules of the children with reading disability are analyzed based on the rule space model.Results:(1) The IRT analysis showed:grade 4’s average discrimination was 0.724, grade 5was 0.701,whose item parameters was between 0.632-1.471; Grade 4’s average difficulty was-1.614, Grade 5was-2.101, whose overall difficulty level is on the low side. However, it met the requirements of the statistical and screening of dyslexia.(2)There was 17 typical reaction patterns which were based on the analysis of the RSM response model.The distance from the Markov model was tested, and 91.8% of the subjects could be classified. Children with reading disabilities are mainly distributed in 10 modes. In grade 4,children with reading disability were mainly discriminated in the five types of reaction patterns(79%). In Grade 5 children with reading disability were mainly in the three types of attributes(accounting for72.1%).Conclusions: 1 the item response theory(IRT) is used to analyze the questionnaire, and the information function of the test has reached the requirements of the survey, and its reliability is good. After confirmatory factor analysis, the construct validity was good. 2 Cognitive diagnosis has achieved the analysis of the rules of error to children with reading disabilities. 3 there exists children with dyslexia and word words(orthography).