Identification of the patterns of Chinese character recognition in students with learning disabilities requiring Tier-2 support: A Rasch analysis

Identification of the patterns of Chinese character recognition in students with learning disabilities requiring Tier-2 support: A Rasch analysis

• Ho, Fuk Chuen Dept. of Special Education and Counselling, Hong Kong Institute of Education
• Yan, Zi Dept. of Curriculum and Instruction, Hong Kong Institute of Education

Educational Psychology, 34(3), 305-322, 2014

Routledge

2014

• E 特殊教育
  • EH 學習困難者之教育
• G 課程與教學:個別教學範疇
  • GA 中文
    • GAD 閱讀理解之教學方法效果、字彙及詞彙教學

Reading Learning Disabilities Primary

• Hong Kong
• Israel

• 1997.7 onwards

• 小學教育

This study investigates the Chinese reading patterns of students with learning disabilities (LD). The performances of students with LD in reading the three categories of Chinese characters were particularly analysed: regular, irregular, and pseudo-characters. Fifty-three students with LD in reading and 44 students without LD of Year 4 were selected from five Hong Kong primary schools. Their abilities for reading Chinese characters were measured using Rasch analysis. Both types of students found regular characters as the easiest to read. Students without LD showed better performance in reading irregular characters than pseudo-characters, whereas students with LD exhibited no significant performance difference in reading these two categories. The implication of these results is that the students without LD might rely on using the orthographic processing than that of phonological processing to read. On the other hand, students with LD might not have the preference of using the orthographic processing.
[Copyright of Educational Psychology is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/01443410.2013.785060]

• 英文

期刊論文

• 01443410

• 10.1080/01443410.2013.785060

https://bibliography.lib.eduhk.hk/tc/bibs/98db7184

2014-10-22