The Influence Of Handwriting On The Chinese Character Recognition Of Children With Developmental Dyslexia In Middle And Senior Years

Developmental dyslexia refers to children with intelligence level and other normal children are not different,there is no neurological and pathological damage,while meeting the same educational background with the same age children,but in Chinese character recognition and reading can not reach the level.The reason why children with developmental dyslexia have some difficulties in the process of Chinese character recognition and reading indicates that there may be differences between them and normal children in the integrated cognition of Chinese character recognition.The children in the middle and senior years of primary school are usually between 9 and 12 years old.which is the key period for the formation of reading ability.If children have developmental dyslexia,it will hinder the development of children's reading.Therefore,the purpose of this paper is to study the influence of handwriting on the recognition of Chinese characters of children with developmental dyslexia in middle and senior years,so as to provide primary education,especially developmental dyslexia.Some educational suggestions are put forward to prevent children from recognizing Chinese characters.The subjects of this study are 99 students in middle and senior years of W primary school in Shenyang.Among them,45 children with developmental dyslexia and 54 normal children in the control group were selected as the subjects.The experimental paradigm of priming was adopted to design four priming types of handwriting pairs under different handwriting types(handwriting and printed handwriting).The four priming types of handwriting pairs were studied,namely,similar handwriting pairs,homophone pairs,synonymous handwriting pairs and irrelevant handwriting pairs.The influence of Chinese character recognition on children with developmental dyslexia in senior years.The results showed that there were significant differences between the experimental data of developmental dyslexia children and normal children(P<0.05);there were no significant differences in the recognition of different priming types among middle-aged children with developmental dyslexia(P>0.05);and there were significant differences in the recognition of different priming types among high-aged children with developmental dyslexia(P>0.05).The results showed that there were significant differences among different priming types(P<0.05).The data of handwriting and printed handwriting on Chinese character recognition of children with developmental dyslexia were analyzed and compared.The results showed that there were significant differences between the two types of handwriting.P<0.01.Different types of handwriting had significant effects on the phonetic and semantic recognition of children with developmental dyslexia.Sex difference.P<0.01.In summary,this study draws the following conclusions:1.Children with developmental dyslexia have a x weaker ability to recognize Chinese characters than normal children.In middle-aged children with developmental dyslexia,there is no significant difference in the recognition of glyph,pronunciation and meaning.In the senior years,compared with the recognition of glyph and phonetics,the recognition ability of developmental dyslexia children is weaker.2.Handwritten and printed handwriting have different effects on children's Chinese character recognition.Handwritten handwriting is more conducive to children's cognitive processing of Chinese characters.Especially for children with developmental dyslexia,the priming effect of handwritten handwriting is more significant.3.There are significant differences in the effect of different handwriting types on the priming effect of Chinese characters meaning and pronunciation in children with developmental dyslexia.The priming effect of handwriting on the recognition of Chinese characters' sound and meaning is more obvious in children with developmental dyslexia.