论文部分内容阅读
本研究探讨以阅读相关认知因素为预测变量来鉴别不同年龄段汉语阅读障碍的有效性和稳定性。研究中筛选出二年级阅读障碍组和年龄控制组各22人,四年级阅读障组和控制组各27人,六年级阅读障碍组和控制组各20人。Logistic回归分析结果发现认知因素组合能有效鉴别阅读障碍,但各个年级最有效的预测因素存在差异。
This study explores the effectiveness and stability of reading related cognitive factors as predictors to identify dyslexia in different age groups. In the study, 22 people in the second-year dyslexia group and the age-control group, 27 in the fourth-grade reading group and control group, 20 in the sixth-grade dyslexia group and the control group were screened out. Logistic regression analysis showed that the combination of cognitive factors can effectively identify dyslexia, but there are differences between the most effective predictors in each grade.