學習障礙兒童線上閱讀歷程來自眼球移動的證據.pdfVIP

特殊教育學刊, 38(3), 1-23. Doi:10.6172/BSE.201311. 學習障礙兒童線上閱讀歷程：來自眼球移動的證據 1 2 陳明蕾 、柯華葳 1 新竹教育大學台灣語言與語文教育研究所 助理教授 2 中央大學學習與教學研究所 教授 摘要 本研究以眼動儀記錄國小三至六年級經鑑定之學習障礙兒童在閱讀不同文體時 ，詞 彙之特徵對他們眼動型態的影響。研究結果顯示，不論是第一次連續凝視時間（first gaze ）、 重新回視的總時間 （rereading gaze ）或總閱讀時間 （total reading time ），其眼動型態都 受詞頻效果的影響 ，與 Chen 和 Ko （2011 ）所研究的一般兒童讀者的眼動型態相似。但 是 ，若和一般兒童閱讀篇章之眼動資料比較，本研究也發現，學習障礙學童閱讀篇章時 的眼動行為，並未隨著年級漸增而有逐漸成熟的發展曲線。整體而言，文體和詞彙特徵 對學習障礙兒童的閱讀雖有影響，但他們的閱讀時間比一般兒童要來得長，且停留在國 小三至四年級的閱讀型態。研究者根據此結果進行討論，並針對未來教學與研究提出建 議。 關鍵詞 ：學習障礙兒童、眼動型態、篇章閱讀 Reading Patterns of Learning Disability Children During Text Reading: Evidence From Eye Movements Abstract Purpose Chen and Ko (2011) found that older students treat word units as the primary reading unit, regardless of whether they read words at a high or low frequency. Younger students, such as second grade students, do not treat words as primary processing units when they encounter low-frequency words. Rather, they read according to characters. These findings suggest that a word-based processes strategy is adopted by Chinese children; however, when presented a word with low word frequency, younger Chinese children tend to read systematically according to character. This raises the question of whether Chinese learning disability (LD) children adopt words as reading units when they read text. Young children with reading difficulties may exhibit weak word-level processing skills rather than comprehension deficits alone. In this study, we investigated and compared the eye movement patterns of LD and non-LD children while reading text. M