The effects of frequency altered feedback (FAF) on the reading comprehension levels and error types of normal children and children with reading disorders were examined. Participants read aloud third, sixth, and ninth grade level material in non-altered auditory feedback (NAF) and FAF conditions. Comprehension improved significantly when the reading disordered children read aloud under the FAF listening condition, regardless of the reading level. Significant differences did not occur in reading comprehension for the normal readers under NAF versus FAF conditions. Reading disordered children produced significantly more reading errors as compared to the normal reading children under the NAF listening condition. No significant difference was found in reading errors between groups when reading under FAF regardless of the reading level, suggesting that the FAF signal produced a facilitory effect on reading errors in the reading disordered children. Theoretically, the FAF signal may have activated those cortical regions responsible for the relationship that has been shown to exist between lexical encoding and decoding of verbal and written material, respectively.

译文

检查了频率改变反馈 (FAF) 对正常儿童和阅读障碍儿童的阅读理解水平和错误类型的影响。参与者在未改变的听觉反馈 (NAF) 和FAF条件下大声朗读三年级,六年级和九年级的材料。无论阅读水平如何,阅读障碍儿童在FAF听力条件下大声朗读时,理解力都会显着提高。在NAF与FAF条件下,正常读者的阅读理解没有显着差异。与在NAF听力条件下的正常阅读儿童相比,阅读混乱的儿童产生的阅读错误明显更多。无论阅读水平如何,在FAF下阅读时,各组之间的阅读错误均无显着差异,这表明FAF信号对阅读障碍儿童的阅读错误产生了促进作用。从理论上讲,FAF信号可能已经激活了那些皮质区域,这些区域分别负责词汇编码与语言和书面材料的解码之间的关系。

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