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篇名 讀寫障礙兒童之鏡像錯誤成因探究
卷期 59
並列篇名 The Inquiry of Mirror Error in Children with Dyslexia and Its Underlying Mechanism
作者 林靜如
頁次 071-078
關鍵字 讀寫障礙鏡像錯誤教學補救策略
出刊日期 201901

中文摘要

讀寫障礙(Dyslexia)為學習障礙主要的類型之一,其典型特徵包括「正確和(或)流暢的念字有困難」、「在拼字和解碼能力很差」、且易「影響認識字詞的數量,造成閱讀理解的問題」,以致影響兒童整體認知的發展(Dickman, 2003)。許多讀寫障礙兒童在書寫時更會發生左右不分的「鏡像錯誤現象」(Mirror Error),成為早期評估兒童是否具學習困難的重要指標。鏡像錯誤可分為鏡像書寫與鏡像閱讀,成因仍與大腦控制機制最為相關,本文針對四種大腦控制的理論:動作理論(motor hypothesis)、視覺空間理論(spatial orientation hypothesis)、視覺印記(visual engram hypothesis)及眼動假說(left direction of eye movement hypothesis),對鏡像錯誤進行探討,並依此提出運用大腦可塑性改善讀寫障礙的教學補救策略。

英文摘要

Dyslexia is one of the main types of learning disabilities. Its typical characteristics include "difficulty in correct and/or smooth reading", "poor ability to spell and decode", and it is easy to affect children to understand words. The number of words will cause problems in reading comprehension which affects the development of children's cognition (Dickman, 2003). Many children with dyslexia have a "Mirror Error". It is an important indicator for early assessment of whether children have learning difficulties or not. Mirroring errors can be divided into mirror writing and mirror reading. The cause is still most related to brain control mechanism. This paper is directed to four brain control theories: motor hypothesis, spatial orientation hypothesis, visual engram. The hypothesis and the left direction of eye movement hypothesis explore the mirroring errors and propose a teaching remedial strategy that uses brain plasticity to improve dyslexia.

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