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研究表明拼音文字系统的发展性阅读障碍者与以中文为代表的表意文字系统的发展性阅读障碍者在阅读过程中大脑的激活部位存在差异。关于母语阅读障碍儿童对第二语言学习的影响是近年来发展性阅读障碍研究的热点。双语发展性阅读障碍的理论假设主要有两种语言相互依赖假设和正字法依赖假设。前者认为母语的阅读障碍可以自动迁移到第二语言的学习中;后者认为母语的阅读障碍是否会迁移到第二语言的学习中,要依赖两种语言的正字法特征。我们认为这两种理论不是相互矛盾的,阅读障碍是否会同时出现在两种语言中可能取决于这两种语言是否共用了相同的有缺陷的神经系统。
The study shows that there are differences in the parts of the brain that are activated during the reading process between the development of dyslexic dyslexics in the Pinyin system and the development of dyslexic dyslexia in the Chinese system. The impact of children with mother-tongue dyslexia on second language learning is a hot issue in the field of developmental dyslexia in recent years. The theoretical hypotheses for bilingual developmental dyslexia mainly consist of two interlanguage-dependent hypotheses and an orthographic-dependent hypothetical. The former thinks that the native language dyslexia can be automatically transferred to the second language learning; the latter thinks that whether the native language dyslexia will migrate to the second language learning depends on the orthographic characteristics of the two languages. We do not think these two theories contradict each other, and whether or not reading disorders occur in both languages may depend on whether the two languages share the same defective nervous system.