READING MUTILATED TEXT
READING MUTILATED TEXT
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DOI：
10.1037/h0077015
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发表时间：
1975-01-01
影响因子：
4.9
通讯作者：
KAISER, JS
中科院分区：
文献类型：
--
作者：
RAYNER, K;KAISER, JS
进行了两个实验，一个是12名六年级学生被认为是良好的阅读者，另一个是12名初中和高中学生，他们智商正常，但标准化阅读成绩落后2年。学生阅读通过改变单词的形状和/或单词的首字母、中间字母或最后字母而被肢解的课文段落。当用具有共同特征且在视觉上容易混淆的字母替换字母来保持形状时，与用视觉上不容易混淆的字母替换字母来改变形状时相比，阅读时间更短，错误更少。此外，对一个词的开头的肢解比对一个词的中间或结尾的肢解更具破坏性。好的读者和差的读者表现出高度相似的数据模式。(15参考）（PsycInfo数据库记录（c）2022阿帕，保留所有权利）
Conducted 2 experiments, one with 12 6th graders considered to be good readers and one with 12 junior high and high school students who had normal IQs but were 2 yrs behind on standardized reading scores. Ss read passages of text which had been mutilated by changing the shape of the words and/or the initial, medial, or final letter of words. When the shape had been maintained by replacing letters with letters that shared distinctive features and were visually confusable with them, less reading time was taken and fewer errors were made than when the shape had been altered by replacing letters with letters that were not visually confusable with them. In addition, mutilations to the beginning of a word were considerably more disruptive than mutilations to the middle or end of a word. Good readers and poor readers showed highly similar data patterns.(15 ref)(PsycInfo Database Record (c) 2022 APA, all rights reserved)