关键词: 汉语发育性阅读障碍, 儿童, 识字量, 识字错误

Abstract: Objective To investigate the written vocabulary size and the characteristics of written errors of children with developmental dyslexia (DD) in grade three to five, so as to provide reference for the targeted literacy teaching and the improvement of DD children′s Chinese character writing skills. Methods Totally 839 students of grade three to five in Nansha, Guangzhou were selected as the research subjects. Children with DD were screened out by using the Dyslexia Checklist for Chinese Children. The standard literacy test was used to test children′s written vocabulary size and the types of written errors. Data were analyzed by t test, χ² test, univariate and multivariate regression. Results Children with DD had lower written vocabulary size (β=-250.55,95%CI:-318.17 - -182.94), higher abnormal written vocabulary size rate (OR=3.08,95%CI:1.68 - 5.66). DD children were more likely to make mistakes in Chinese character transcription (β=0.44,95%CI:0.05 - 0.84) and Chinese character output (β=5.79,95%CI:3.13 - 8.46) tasks. DD children′s grouping word component error rate(β=0.28,95%CI:0.06 - 0.50)and phrase forming error rate (β=5.48, 95%CI:2.89 - 8.07) were higher than those of normal children. Stratified Logistic regression analysis showed that DD children in grade three and grade four were more likely to make mistakes in output tasks, which reflected in making phrase forming error (β=5.85, 95%CI: 1.75 - 9.95) in grade three and grouping word component error(β=0.56, 95%CI: 0.19 - 0.93), phrase forming error(β=8.05, 95%CI: 3.34 - 12.76) in grade four. Conclusions Children with DD in grade three to five have obvious literacy defects, and are more prone to transcription error and grouping word component error, phrase forming error. DD children in grade three are prone to phrase forming error. DD children in grade four are prone to grouping word component error and phrase forming error.

Key words: Chinese developmental dyslexia, children, written vocabulary size, written errors