国际阅读障碍协会对阅读障碍的定义

最新定义: 阅读障碍是一种特殊的学习障碍，起源于神经学. 其特点是难以准确/或流利地识别单词，拼写和解码能力差. 这些困难通常是由于语言中语音成分的缺陷造成的 that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and 背景知识.

• 2002年11月12日国际开发协会理事会通过.
• 国家儿童健康和人类发展研究所(NICHD)也使用这个定义。, 2002.

让我们来分析一下:

特异性学习障碍 -研究表明了与阅读障碍相关的特定认知特征.

…这是神经学上的 诵读困难源于大脑处理信息的方式不同. Specifically, functional brain imaging has demonstrated a failure of the left hemisphere posterior brain systems to function properly during reading.

更多信息:

• 国家成人学习研究中心 & Literacy

Dyslexia is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities – students with dyslexia will demonstrate difficulties identifying real words (word recognition) and pronouncing nonsense words (decoding); the student’s ability to read fluently is also a major characteristic as well as difficulty with spelling. 这与人们普遍认为字母的主要特征是颠倒的观点相反, 单词和数字.

这些困难通常是由于语言中语音成分的缺陷造成的 – making the connection between oral language and the letters/sounds that represent language in written form requires an awareness that all words can be decomposed into phonologic segments (i.e.， bat这个词可以被分解成三个音素或单独的声音- b, a和t)。. 研究结果一致地证实，在年幼的学龄儿童和青少年中, 音韵缺陷是与阅读障碍有关的最强烈和最具体的发现.

与其他认知能力相比，这往往是意想不到的 -与学生意想不到的:口语技能, 在没有印刷品的情况下学习的能力, 智力功能, 或者数学能力比阅读能力强.

以及提供有效的课堂教学 -如果孩子在幼儿园和一年级被认为有阅读失败的风险, 是否为他们提供有效的指导以培养熟练的早期阅读技能? The lack of response to scientifically informed instruction is one factor that differentiates severe reading deficits from reading failure resulting from inadequate instruction. 早期干预至关重要…students who receive appropriate instruction show changes in how their brain processes the information so that it resembles that of non disabled readers. Research has found that effective early interventions have the capability of reducing the expected incidence of reading failure from 18% of the school age population to 1 – 5%.

Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and 背景知识 ——因为有阅读困难的学生通常阅读的量与非残疾读者不同, 这可能会影响他们的词汇量的发展，以及他们通过阅读获得的信息.

[Source: 阅读障碍的定义 by G. 里德·里昂，莎莉·E. Shaywitz和Bennett A. Shaywitz; 阅读障碍的年刊，第53卷，2003]

关于阅读障碍的一些简单事实:

• 失读症这个词来自希腊语言和意思 poor language.
• 阅读障碍是一种终生的状态, however, 它的影响会在一个人生命的不同阶段发生变化.
• Dyslexia is not due to either lack of intelligence or a desire to learn; with appropriate teaching methods dyslexics can learn successfully.
• 早期识别和治疗是帮助诵读困难症患者在学校和生活中取得成就的关键.

(来源:国际阅读障碍协会)

对有阅读障碍的学生的指导

School districts may purchase a reading program or develop their own reading program for students with dyslexia and related disorders as long as the 程序由描述符来描述 found in 阅读障碍手册 [19 TAC §74.28(c)].

与循证教学组件相关的描述符:

• 语音意识 -“语音意识是对单词内部声音结构的理解. 音素是一种语言中可以区别于其他声音的最小的声音单位. 语音意识的一个重要方面是能够将口语单词分成它们的组成音素”(伯什), 2011, p.19).
• Sound-symbol协会 – Sound-symbol协会 is the knowledge of the varies speech sounds in any language to the corresponding letter or letter combinations that represent those speech sounds. The mastery of sound/symbol association (alphabetic principle) is the foundation for the ability to read (decode) and spell (encode) (Birsh, 2011, p.19). "Explicit phonics refers to an organized program in which these sound symbol correspondences are taught systematically" (Berninger & Wolf, 2009, p. 53).
• Syllabication 音节是口语或书面语的单位，只有一个元音. The six basic types of syllables in the English language include the following; closed, open, vowel-e consonant-e, r-controlled, 元音对(或元音组), 辅音-le(或最后的稳定音节). 必须根据单词结构直接教授音节划分规则”(伯什), 2011, p. 19).
• Orthography -正字法是一种特定语言的书面拼写模式和规则. Students must be taught the regularity and irregularity of the orthographic patterns of a language in an explicit and systematic manner. 教学内容应与音韵学和音符号知识相结合.
• Morphology 词法是研究词根如何变化的学科, prefix, root, 后缀(语素)组成单词. 语素是一种语言中最小的意义单位”(Birsh, 2011, p. 19).
• Syntax -“句法是句子中单词的顺序和功能，用以表达意思. 这包括语法和句子的变化，并影响关于给定语言机制的选择”(伯什, 2011, p. 19).
• 阅读理解 – 阅读理解 is the process of extracting and constructing meaning through the interaction of the reader with the text to be comprehended and the specific purpose for reading. 读者的阅读理解能力取决于准确流畅的单词识别能力的发展, 口语发展(尤其是词汇和听力理解), 背景知识, 使用适当的策略来提高理解能力，并在理解能力崩溃时进行修复, 以及读者对所读内容的兴趣和理解其含义的动机(伯什), 2011, pp. 9 and 368; Snow, 2002).
• 阅读流畅性 “阅读流利性是一种能够以足够的速度和准确性阅读文本以支持理解的能力。 & Dakin, 2008, p. 52). 教师可以通过一些干预措施来帮助提高流利性，这些干预措施已被证明在帮助学生流利性方面是成功的.g.，重复阅读，单词列表，和合唱阅读的段落)(亨利，2010,p. 104).

与教学方法相关的描述符:

• 同时，多感觉(VAKT) -“多感官教学利用大脑中的所有学习途径(视觉, auditory, 同时锻炼动觉和触觉，以增强记忆和学习”(伯什), 2011, p. 19). “孩子们积极地学习语言概念和其他信息, 通常是用手, arms, mouths, eyes, 和整个身体学习”(护城河 & Dakin, 2008, p. 58).
• 系统累积 系统的、累积的教学要求材料的组织遵循语言的顺序. 顺序必须从最简单的概念开始，然后有条不紊地向较难的概念发展. 每个步骤还必须基于之前学习过的元素. 教授的概念必须系统地复习，以加强记忆”(Birsh, 2011, p. 19).
• 明确的指令 -“明确的教学是由教师一次解释和演示一种语言和印刷概念, 而不是通过偶然接触信息来发现. 可怜的读者不会仅仅因为接触书籍或印刷品而知道印刷品代表演讲”(Moats) & Dakin, 2008, p. 58). 明确的指令 is "an approach that involves direct instruction: The teacher demonstrates the task and provides guided practice with immediate corrective feedback before the student attempts the task independently" (Mather & 温德林，2012,p. 326).
• 诊断教学的自动性 – "Diagnostic teaching is knowledge of prescriptive instruction that will meet individual student needs of language and print concepts. 教学计划是基于对学生技能的保留和应用的持续评估”(伯什), 2011, p. 19). 用法与例句:“教师的知识对于指导个别学生的教学内容和重点是必不可少的”(Moats & Dakin, 2008, p. 58). “当一种阅读技能变成自动的(无需有意识地直接获取), 它以一种高效的方式迅速进行”(贝宁格) & Wolf, 2009, p. 70).
• 合成指令 – "合成指令 presents the parts of any alphabetic language (morphemes) to teach how the word parts work together to form a whole (e.g., base word, derivative)" (Birsh, 2011, p. 19).
• 分析指令 -“分析性教学呈现了整体(即.g.，基础词，衍生物)，并教如何整个词可以分解成它的组成部分(e.g., base word, prefix, root, and suffix)" (Birsh, 2011, p. 19).

说到阅读障碍……

“对我来说，阅读障碍不是一种残疾. 阅读障碍的独特优势和特点让我能够“跳出框框”思考. 直到我学会了奥顿·吉林厄姆的方法, 我没有基本的阅读能力, writing, 以及成功所必需的算术技能."
— Peter W. D. 赖特，特殊儿童律师