The Characteristics Of Word Segmentation Of Children With Bad Language Skills And Its Influence On Reading Comprehension

The word is the foundation of Chinese reading,and the word awareness is the initial language awareness developed in early childhood.The ability of word segmentation is the initial ability of word consciousness and word concept.In Chinese writing,the spacing between Chinese characters is the same,except for punctuation,there is no word boundary mark between words.There is no unified conclusion about the characteristics of Chinese word segmentation and whether adding Chinese word segmentation can promote reading.Can Chinese children with poor academic performance read word segmentation text promote reading and reduce the difference with ordinary children?Based on this,this study further discusses the development characteristics of the word segmentation of children with poor Chinese academic performance,and investigates the effects of different segmentation on the eye movement and reading comprehension of children with poor academic performance.This study includes the following:Study 1:In the third,fourth and fifth grades of a primary school,poor and ordinary children in the Chinese academic performance were selected as subjects.Conduct word segmentation tests in paper-pencil test,two different forms of word segmentation tests,sentence and text,were performed.On this basis,variance analysis and multiplicity were performed on scores of segmentation tests among poor and ordinary children of different grades,to examine the word segmentation characteristics.Study 2:Using gray stripe marking,explore the effect of different segmentation methods on the eye movement characteristics of the third,fourth and fifth grade Chinese children with poor academic performance and ordinary children reading text.On this basis,the results of time to first fixation,fixation count and fixation length of poor and ordinary children in the Chinese academic performance in grades 3,4 and 5 were analyzed by variance and multiple comparisons,and explore the characteristics of the eye movement of poor academic performance children read word segmentation text.Study 3:On the basis of Study 2,discuss the influence of different segmentation methods on the text reading of children with poor academic performance.On the basis of this,the variance analysis and multiple comparison of reading time and reading comprehension scores of the third,fourth and fifth grade poor academic performance children and ordinary children were carried out to explore the effect of word segmentation on poor academic performance children's reading comprehension.Through the above research,the following conclusions are drawn:1.There is a separation between sentence segmentation and text segmentation in primary school children's word segmentation,and it is more difficult to segment words from texts.The word segmentation ability of children with poor academic performance is significantly lower than that of ordinary children.2.There are significant differences in eye movement between children with poor academic performance and ordinary children in reading text with different segmentation marks.3.The interword segmentation promoted the reading of children with poor academic performance in third grade,ordinary children in third grade and poor children in fourth grade;which affected the processing of text by ordinary children in fourth grade.The block segmentation balanced the role of reading promotion and hindrance in the fourth-grade ordinary children.Explain that children in grades 3 and 4 use segmentation to assist in the reading process.Grade 5 children have become accustomed to reading texts without segmentation markers.Interword segmentation markers and block segmention markers have no significant effect on reading and eye movements of children in grade 5.