The Influence Of Chinese Character Shape Characteristics And Literacy Strategies On Word Recognition In Children With Developmental Dyslexi

Word recognition refers to the foundation of individual reading,which is a complex cognitive process that combines external input of text information with existing experience to achieve morphological,phonological,and semantic correspondence.Chinese characters are different from alphabetic characters,and as ideographic characters,their word recognition process is more complex.As important glyph characteristics of Chinese characters,visual complexity and semantic transparency are important factors that affect word recognition in children with developmental dyslexia.Repetition learning as a literacy strategy can help children with developmental dyslexia to recognize words more efficiently to a certain extent,but the promoting effects of different repetition times and dispersed repetition intervals is different.Therefore,through two studies,this paper explores the influence of Chinese character glyphs on word recognition of children with developmental dyslexia and how to use repeated learning strategies to help them better recognize words.In the first study,a lexical judgment task paradigm was adopted to explore the effect of centralized repetition strategies on on word recognition in children with DD under four glyph characteristics.The results showed that:(1)Repetition strategy promoted word recognition in both DD group and normal group;(2)children with DD reached character satiation earlier when using centralized repetition strategies for word recognition;(3)Regardless of visual simplicity and complexity,the satiation phenomenon of DD children’s word recognition is affected by the semantic consistency between the shape and the whole word,indicating that the word satiation of DD children belongs to the orthographic satiation.Based on the above conclusions,we put forward the first teaching suggestion: low concentration repetition training for visual complex words and high concentration repetition training for visual simple words can achieve better promoting effect.In the second study,the decentralized learning–testing paradigm was adopted to explore the influence of the decentralized repetition strategy on the word recognition in children with DD under four glyph characteristics.The results showed that:(1)Children in the DD group were more affected by the decentralized repetition strategy in glyph characteristics;(2)Children in the DD group did not exhibit a significant stroke count effect at long intervals.Under the condition of semantic transparency,the performance of long dispersed intervals were better than those of short dispersed intervals,while under the condition of opacity,the scores showed an opposite trend;(3)Regardless of the long or short intervals,the degree of consistency between contour and whole word semantics can promote and compensate DD children.Based on the above conclusions,we put forward the second teaching suggestion:When using a dispersed repetition strategy to conduct word recognition training for DD groups,short–term interval training can be adopted for semantically opaque visual simple and semantically opaque visual complex words,and long–term interval training can be adopted for semantically transparent visual simple and semantically transparent visual complex words to achieve better facilitation.Based on the conclusions of studies 1 and 2,this paper provides a reference for the design of intervention programs.Interventions can be conducted through self compiled word training books,following the rules of DD children’s word recognition,and adopting the most beneficial literacy strategies for different font characteristics to help them better improve the efficiency of word recognition.Based on this,this study proposes corresponding teaching suggestions:(1)In daily teaching and homework,it is necessary to adopt different repetition intervals for words with different glyphic characteristics and control the number of repetitions to play the most effective promoting role.(2)Emphasize the role of semantic cues in the process of DD children’s word recognition.(3)Pay attention to the impact of different Chinese character features on DD children during teaching,and adopt some literacy strategies such as repeated learning and meaningful teaching to compensate for their weaker word recognition.