A Study On Cognitive Characteristics And Intervention Of Word Meaning Of Children With Reading Comprehension Difficulties

Reading plays an important role in students’ learning activities.Through effective reading comprehension,individuals can not only accumulate book knowledge and experience,but also improve their mental level and ability.As an important factor in reading comprehension,the development of word meaning cognition not only has a great influence on students’ reading level,but also has a certain effect on their academic performance,self-efficacy and personality development.Among learning disabilities,reading difficulties refer to children with normal intelligence and vocabulary decoding skills,but there is a significant backwardness in text comprehension.Previous studies have found that,different from the causes of decoding difficulties,reading comprehension difficulties may be related to defects or insufficiencies in vocabulary processing and working memory,and vocabulary processing problems,especially obstacles to word meaning cognition,have become the main influencing factors of reading comprehension difficulties.Chinese word meaning cognition can generally be divided into four aspects: concept form classification,emotional color understanding,semantics in context,and homophone morpheme recognition.In the past,most of the main researches on word meaning cognition have focused on normal children,even if some studies involve When it comes to dyslexia,it does not subdivide the types of decoding difficulties and comprehension difficulties in dyslexia,and it is impossible to know the problems of dyslexia in cognition of the meaning of words.Therefore,based on the previous literature,this study selects children with reading comprehension difficulties,children with literacy disabilities,and normal children in the fifth grade of a primary school to investigate the characteristics of the cognitive development of word meaning among different types of children and analyze reading comprehension.There are deficiencies in the cognition of the meaning of words for children with difficulties,and through the use of a mind map-based teaching method to intervene in children with reading comprehension difficulties,to explore its effect on improving the cognition of the meaning of words and the level of reading comprehension of children with reading comprehension difficulties.This research consists of two parts.Research one mainly examines the development of cognition between children with reading comprehension difficulties,children with literacy impairment and normal children,and understands the problems or deficiencies in children with reading comprehension difficulties in cognition of the meaning of words;research Second,on the basis of Study 1,the ABA experimental design is used to train children with reading comprehension difficulties in thinking teaching and to explore the effects of educational intervention.After research,the following conclusions are reached:(1)There are significant differences in the cognitive development of word meaning between different types of children.Among them,normal children have the best cognitive development of word meaning,followed by children with reading difficulties,and children with literacy disabilities the worst.(2)There is an obvious imbalance in the cognitive development of the meaning of words in children with reading comprehension difficulties.Among them,the development of conceptual form classification and semantics in context is significantly higher than that of homophone morpheme recognition and emotional color understanding,and the development of emotional color understanding The worst condition.(3)Thinking teaching intervention training can help improve the reading comprehension level of children with reading comprehension difficulties,and significantly improve the understanding of emotional color and homophone morpheme recognition in these children’s cognition of word meaning.