The Characteristics Of Word Recognition In Children With Learning Difficulties In The Lower Grades Of Primary School And The Intervention Of Morpheme Awareness Based On High Frequency Words

Language learning difficulties is a kind of academic difficulties, and has attracted many researchers attention in recent years. Reading difficulties is one of the most important in language learning difficulties, and one of the types is word identification difficulty. At present, researchers pay attention on the general cognitive processing ability, the language specificity and learning strategies of students who has language learning difficulties, and try to explore effective intervention strategies. Existing research suggests that words identification is an important content for children in primary school. Chinese Characters is ideograms, and Chinese word identification closely relate to morpheme awareness. Based on these conclusions, this study further researches the relationship between word identification and early language learning, and the relationship between word identification and morpheme awareness. As a purpose, we try to combine language specificity with academic, and explore the effective intervention strategies for language learning difficulties. Three parts consist of this dissertation:Study ?, Randomly selecting part of the students in the lower grades in one primary school of Xi'an, Using the Written Word Identification Test for Pupil and PPVT as measurement tools to test the students,this study explores the relationship between word identification and Chinese language learning. At the same time, according to the Chinese curriculum of lower grades, we divide the content into three parts:the words accumulation, the reading and the writing. This study also explores the relationship between word identification and different areas of Chinese language learning' achievements.Study ?, Using The Morpheme Awareness test of Chinese for Pupil as measurement tool to test the students, this study explores the relationship between word identification and morpheme awareness of Chinese. At the same time, this study tries to divide students into two groups:group of Chinese language learning difficult and group of Chinese language learning excellent, and makes contrasts of morpheme awareness of two groups.Study ?, Based on the research of study ? and Study ?, this study compiles morpheme awareness intervention materials based on high-frequency words in lower grades of primary school, and make the intervention plans.In this study, choosing 8 students who has Chinese language learning difficulties as a small sample, we explores the effects of the morpheme awareness intervention materials based on high-frequency words in lower grades of primary school for Chinese language learning difficult students.This study concluded the followings:Firstly, The Written word recognition is an important content of Chinese language teaching in primary school, and the level of word directly affects the result of the students' academic achievement of Chinese in lower grades.Secondly, Morpheme awareness can promote word identification, and Chinese language learning difficult students have morpheme awareness defects.Thirdly, The Morpheme awareness intervention materials based on high-frequency words, can effectively promote the development of word identification of students in lower grades in primary school. So the intervention materials are effective strategy to improving the early language learning difficulties students' Chinese academic achievement.