Echiche ụzọ abụọ iji gụọ n'olu dara ụda

Echiche ụzọ abụọ iji gụọ n'olu dara ụda
hypothesis

. [1] [2] [3]Ozizi ụzọ nke abụọ pụtara ihe ka akọwara na ịbụ 1970s.  [1] Ozizi a na-egosi na usoro abụọ dị iche iche, ma ọ bụ ụzọ ụzọ isi, na-etinye aka n'ịgụpụta ihe n'olu dara ụkwụ, na-enye aka n'ịkpọpụta ihe mkpali idheer.

Ụzọ

[dezie | dezie ebe o si]

Ụzọ nkọwa

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[2]Ụzọ nkwuwa okwu bụ usoro nke ndị na-agụ akwụkwọ nwere nkà nwere ike ike okwu ndị ma ama site na anya akụ, site na usoro "akwụkwọ ọkọwa okwu".  [1] [2] Dị ka ihe dị a si dị, okwu ọ blea onye na-agụ, na-achọ anya ya na nchekwa data nke okwu na mkpọpụta ha nke yiri akwụkwọ ọkọwa okwu, ma ọ bụ lexicon nke ime.  [3] [2] Mgbe onye na-agụ akwụkwọ nwere nkà na-ahụ ma na-ahụ anya na-amata okwu idé, ọ na-enwe ike ime akwụkwọ akwụkwọ ọkọwa okwu maka okwu ahụ wee akwụkwọ ozi nhazi okwu ya.  [4] [5] Akwụkwọ Akwụkwọ Okwu dị n'ime ɔkɔ okwu ọ lụlịa, okwu okwu ndị dị ka 'colonel' ma ọ bụ 'pint' nke na-akọwa agba ọsọ iwu leta na ụzọ.  Ụzọ a ndị eme ka njikọ mmetụtaokwu na- Aha okwu ( aka 'zuce'), n'agbanyeghị na ike ụfọdụ ike site na ijikọta okwu ahụ na nso nso dị na lexicon (aka 'sare' na-eme ka okwu  ndị a mara anya dị ka 'nlekọta' ma ọ bụ ' mgbu').  [1] [5] Enweghi ihe omume doro anya ma ụzọ lexical na-arụ ọrụ dị ka ụzọ ziri ezi na-aga site na ike okwu anya na-aga na ikwu okwu, ma ọ bụ ụzọ dị na-aga site na okwu ike  anya gaa na nhazi nhazi na n'ikpeazụ gaa na echiche okwu.

Ụzọ na-abụghị okwu ma ọ bụ Sublexical

[dezie | dezie ebe o si]

[2] [4] [5] [6]Ụzọ nonlexical ma ọ bụ subexical, n'aka nke ọzọ, bụ usoro nke onye na-agụ nwere ike "ịdapụta" okwu edere.  A na-eme nke a site n'ịchọpụta akara nke okwu ahụ ( akwụkwọ ozi, fọ n'ìmen, graphemes ), wee tinye ihe pọha otu otu ndị a si azụ ibe ha, dịka ọmụmaatụ nke eriri agbata obi na-adakọ ọnụ.  [1] [2] [3] Enwere ike usoro a dị ka usoro iwu mgbaama na-enye nhọrọ ka onye na-agụ nwee ike ike arụsi ọrụ ike n'ụdị ma ahụ okwu ahụ n'olu dara arọ.  [4].  Echiche nke ụzọ nke abụọ nke ihe n'abụla ndị isi aka mgbasa aka na eziokwu dị iche iche iche iche iche na nke na-enweghị mma

Usoro ndị na-etinye aka na nhazi ụzọ abụọ, na-esi na nkwenye nke okwu ederede gaa na mmepụta okwu.

Nghọta nke iwu phonological

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. [7]Dị ka mkpa e mere, oge a mmetụta iji mara agụ ihe na-adabere n'otú ahụ si agba ọsọ ọsọ olu.  [1] A na-ịhụ akara e dere ede dị ka nke fim mgbe ọ na-akwadosi ike na iwu mkpoputa-ụda ma nwee ikeokwu ole na ole.  N'ihi nke a, a na-ahụta akara bekee (nghọta dị ala) dị ka obere obere French (nghọta ọkara) na Spanish (nghọta dị elu) nke nwere usoro grapheme-phoneme na- agbanwe agbanwe.  Ọdịiche a na-ihe ihe na-eyi na ọ na-ewe oge maka njikwa iji ịgụ Bekee, n'ihi na ọ na-emekarị ka ọ bụrụ akwụkwọ na-adịghị mma, ma e jiri ya mere French na Spanish.  [1] Ịdabere n'asụsụ Spanish na iwu onye olu nwere ike maka eziokwu ahụ bụ na ụkpụrụ na-asụrụ Spanish na-ụ ọkwa dị elu nke amị n'agụghị okwu, ma e jiri ya see na-asụ Bekee na French  .  N'otu aka ahụ, dyslexics elu Spanish na- isi obere isi n'ịgụ n'ozuzu ya, n'ihi na ha nwere ike ikike n'ụkpụrụkpụrụ okwu na-agbanwe agbanwe kama ọtụtụ okwu dị iche iche n'ozuzu ya.  na lexicon nke ime.  [1] Usoro ụzọ abụọ si otu a na-enye ụmụ maka ndịiche dị na echeta na ọnụ ọgụgụ dyslexia n'etiti egwuregwu dị iche iche.

Ọsọ ịgụ ihe

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Ndị na-agụ akwụkwọ nwere nkà na-egosipụta oge mmeghachi omume ogologo oge mgbe ha na-agụpụta okwu na-adịghị mma nke na-adịghị agbaso iwu mkpoputa-ụda ma e jiri ya tụnyere okwu nkịtị. [8] Mgbe ewepụtara okwu oge niile, a na-eme ka ụzọ mkpọwa okwu na nke na-abụghị nke akwụkwọ na-arụ ọrụ mana ha na-ewepụta ozi na-emegiderịta onwe ya nke na-ewe oge iji dozie ya. Usoro ime mkpebi nke yiri ka ọ na-ewere ọnọdụ na-egosi na ụzọ abụọ ahụ anọghị kpamkpam n'otu n'otu. [8] Nke a data n'ihu na-akọwa ihe mere okwu mgbe nile, na ma na-agbaso mkpoputa-ụda iwu na-echekwara na ogologo oge nchekwa, na-agụ ngwa ngwa ebe ọ bụ na ụzọ abụọ ahụ "kwetara" banyere okwu nke ịkpọ okwu. [5] [8]

Mkpa nlebara anya nke ụzọ ọ bụla

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Dị ka ihe nlereanya ugbu a nke nhazi ụzọ abụọ si dị, nke ọ bụla n'ime ụzọ abụọ ahụ na-eri oke nlebara anya dị iche iche. [8] A na-eche na ụzọ ndị na-abụghị akwụkwọ nkọwa ka na-arụsi ọrụ ike ma na-ewuli elu ka ọ na-agbakọta wee họrọ nkeji okwu subword ziri ezi site na nchikota dị iche iche nwere ike ime. Dịka ọmụmaatụ, mgbe ị na-agụ okwu "akwukwo", na mkpoputa ya na-agbaso iwu ụda, onye na-agụ ga-agbakọta ma chọpụta mkpụrụedemede abụọ "ea" iji mepụta ụda "ee" dabara na ya. Ọ na-etinye aka na nhazi nke a na-achịkwa ma si otú a na-achọ ikike nlebara anya karịa, nke nwere ike ịdịgasị iche na ọnụọgụ dabere na mgbagwoju anya nke okwu ndị a na-achịkọta. [8] N'aka nke ọzọ, nhazi nke a na-eme n'okporo ụzọ lexical na-egosi na ọ na-akpaghị aka, ebe ọ bụ na a na-achịkọta nkeji okwu-ụda dị na ya. N'ihi ya, a na-ewere nhazi nke lexical dị ka ihe na-adịghị agwụ agwụ, na-eri ihe ndị na-adịghị ahụkebe. [8]

Nsogbu ịgụ ihe

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. Echiche nke ụzọ abụọ maka ihe nwere ike inye aka kọwa usoro nke data ejikọrọ na ụfọdụ ụdị ụdị nsogbu, ma na nke enwetara .

. [9]Njikọ nwere nsogbu akwụkwọ na-adabere na ụzọ sub-lexical mgbe ha na-agụ akwụkwọ.  [1] nwere ihe na-egosi na ngosi ike depụta koodu na- Aha okwu, leta site na leta, nke ọma mana na-eji mmetụta.  marmar, na ọrụ, ha na-enwe nsogbu ndụ dị n'etiti okwu na pseudohomophones ( akwụkwọ okwu ndị na-ada ka ezigbo okwu mana a na-asụpeghị ya), si otú a na-egosi na ha emebiela akwụkwọ ọkọwa okwu  nke ime.  [1] N'ihi na akwụkwọ nwere ike ịgụ akwụkwọ (RD) na-enwe ma ọ na-adị ngwa ngwa ihe na ụzọ okwu okwu na-adịghị mma, na-eji aro na otu usoro na-etinye aka n'ụzọ n'ụzọ  na egwu aha ngwa ngwa.  [1] Nchọcha ndị ọzọ akwadokwara echiche a na-eme okwu ngwa ngwa na-enwe njikọ siri ike na ihe metụtara okwu (ụzọ lexical) ụfọdụ n'ụdị ụfọdụ olu (ụzọ sub-lexical).  Ahụrụ ndị a maka ndị ọrịa nwere ADHD .  [1] akwụkwọ na-ekwubi na akwụkwọ akwụkwọ na ADHD nwere ihe ndị a na- nha: nhazi okwu okwu, akwụkwọ ngwa ngwa na m nhazi ụzọ subxical.

. [10]Dyslexia dị n'elu, nke Marshall na Newcombe isiokwu nke mbụ, bụ nke akara ike ịgụ okwu ndị na-agbarọghị iwu okwu ọdịnala.  Bekee bụkwa ihe atụ nke nwera ọtụtụ ihe na-enyere aka n'iwu nke mkpa okwu ma si otú a na-enye ndị nwere ọrịa dyslexia n'elu ihe ịma aka.  Ndị ọrịa nwere dyslexia elu nwera ike ịghara ịgụ okwu ndị dị ka "foo mmiri", ma ọ bụ "agwaetiti" dịka ọmụmaatụ, n'ihi na ha ọsọ ọsọ iwu aha nke ihe okwu.  A ga-akpọpụta okwu ndị a site na iji "mmezigharị", dị ka ihe "colonel" dị ka "Kollonel".  [1] Okwu ndị dị ka "steeti", na "afọ", bụ ihe atụ nke okwu ndị nwere n'elu dyslexia ụzọ enwe ike mmepụta, ebe ha na-agba ọsọ iwu ndị amachibidoro mmepụta.  [2] Dyslexics dị n'elu ga-agụ ụfọdụokwuokwu na-adịghị agafe agafe nke ọma ma ọ bụrụ na ha bụ okwu ugboro ugboro dị ka "nwere" na "ụ sị".  [1] Ekwupụtala ya na ndị dyslex dị elu na-enwe ike ịgụ okwu oge niile site n'iweghachite mkpọ okwu site n'ụzọ ntụgharị okwu.

A na-eche na usoro dị n'azụ dyslexia dị elu na-etinye aka na mmepụta ụda okwu nke lexicon ma na-ekwukarịkwa na ọ bụ nkwụsị nke semantics. A na-echekwa na mperi atọ na-akpata dyslexia elu. Mwepu nke mbụ bụ n'ọkwa a na-ahụ anya n'ịmata na nhazi okwu na-adịghị mma. Mwepu nke abụọ nwere ike ịdị na ọkwa nke lexicon mmepụta. Nke a bụ n'ihi na ndị ọrịa na-enwe ike ịmata ihe ntụgharị okwu pụtara n'oge ọ bụla ọ bụrụgodị na ha akpọpụta ha ezighi ezi n'okwu ọnụ. Nke a na-egosi na echekwara usoro ụdị okwu a na-ahụ anya na semantic. Mwepu nke atọ nwere ike jikọta ya na mfu semantic. [11]

[10]Ọ bụ ebe nwere ike ịhụ dyslexia elu na ndị ọrịa ọnya na lobe oge ha, ọ na-ahụ ya na ndị ọrịa nwere ikike .  Dị ka Alzheimer ma ọ bụ frontotemporal dementia.  Dyslexia dị n'elu bụkwa ihe e ji amata mgbaka semantic, nke ihe ọkụ na-efunahụ ihe gbasara ụwa gbara ha gburugburu.

Ọgwụgwọ maka dyslexia elu gụnyere mmezigharị neuropsychological. Ebumnobi ọgwụgwọ a bụ imeziwanye ọrụ nke ụzọ ọgụgụ sub-lexical, ma ọ bụ ikike onye ọrịa nwere ịkpọpụta okwu ọhụrụ. Nakwa ọrụ nke usoro ihe njiri mara okwu a na-ahụ anya, na-abawanye nnabata nke okwu. N'ọkwa dị elu karịa, ọgwụgwọ nwekwara ike ilekwasị anya n'ikike ịkpọpụta mkpụrụedemede ọ bụla tupu onye ọrịa aga n'ihu n'ịbawanye ikike ịkpọpụta okwu niile.

Dyslexia phonological enwetara bụ ụdị dyslexia nke na-ebute enweghị ike ịgụpụta okwu na-abụghị okwu na ịchọpụta ụda nke otu mkpụrụedemede. Otú ọ dị, ndị ọrịa nwere nkwarụ a nwere ike ịgụ na ịkpọpụta okwu n'ụzọ ziri ezi, n'agbanyeghị ogologo ha, ihe ọ pụtara, ma ọ bụ otú ha si emekarị, ọ bụrụhaala na echekwara ha na ebe nchekwa. [2] [4] A na-eche na ụdị dyslexia dị otú a na-akpata site na mmebi n'ụzọ nke na-abụghị nke akwụkwọ akụkọ, ebe ụzọ okwu nkọwa, nke na-enye ohere ịgụ okwu ndị a maara nke ọma, ka dịgidere. [2]

Mwepụta mgbakọ na mwepụ nke usoro ụzọ abụọ

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[5]Ụdị ọdịdị nke ọrụ isi bụ n'ezie mmemme kọmputa nke na-achọ i nhazi nhazi nke mmadụ.  [1] [2] Ụdị ihe a na-enyere aka iwepụta akwụkwọ ozi ziri nke ezi echiche ma na- akwụkwọ ndị ahụ dị anya dị anya anya, n'ihi na ọ bụ ikike nke ozi nke ọma nke nwere ike.  mmemme kọmputa.  Ebumnobi egbochi nke ihe nlere na-ahụ bụ ime ka omume dị ka o kwere mee, ihe ndị na-emetụta ọrụ nke mmemme ahụ ga-emetụta mmadụ na nke ọzọ.  [2] Ọgụgụ bụ mpaghara a mpaghara nke ọma site na usoro ihe nlere anya.  E akara ihe atụ nke nwere ụzọ (DRC) iji ụzọ ụzọ abụọ esi agụ ihe n'ime mmadụ.  [2] Ụfọdụ ihe na-eche echiche mmadụ na ụdị DRC bụ

  • A na-agụpụta okwu na-apụtakarị ngwa ngwa karịa okwu ndị na-anaghị apụtakarị.
  • A na-agụ okwu n'ezie ngwa ngwa karịa nke na-abụghị okwu.
  • A na-agụpụta okwu na-ada ụda ọkọlọtọ ngwa ngwa karịa okwu ụda oge niile.

. [12]Ụdị DRC abarala uru dị ka e mekwara ka ọ ọgụe dyslexia.  E RSSri dyslexia dị n'elu site n'imebi akwụkwọ ọkọwa okwu orthographic nke mere na mmemme ahụ mehiere iche n'okwu ndị na-emekarị ma ọ bụ nke na- Aha okwu, dị ka a na-ahụ na dyslexia elu.  [1] A kpụrụkwa dyslexia phonological n'otu aka ahụ site n'imebi ụzọ na- sitere nke okwu okwu wee mee ka mmemme ahụ hie ụzọ na- agbụrụ okwu.  nchịkọta ọ dị n nwere ụdị ọ llalla, ụdị DRC oke ụfọdụ yana a na-ịchọ ụdị ọhụrụ a

Ntụaka

[dezie | dezie ebe o si]
  1. ↑ (October 2012) "Nonword reading: comparing dual-route cascaded and connectionist dual-process models with human data". J Exp Psychol Hum Percept Perform 38 (5): 1268–88. DOI:10.1037/a0026703. PMID 22309087. 
  2. ↑ 2.0 2.1 2.2 2.3 2.4 Coltheart (1 January 1993). "Models of reading aloud: Dual-route and parallel-distributed-processing approaches.". Psychological Review 100 (4): 589–608. DOI:10.1037/0033-295X.100.4.589.  Kpọpụta njehie: Invalid <ref> tag; name "coltheart1" defined multiple times with different content
  3. ↑ (July 1990) "The use of the orthographic lexicon in reading kana words". J Gen Psychol 117 (3): 311–23. PMID 2213002. 
  4. ↑ 4.0 4.1 Zorzi (1998). "Two routes or one in reading aloud? A connectionist dual-process model.". Journal of Experimental Psychology: Human Perception and Performance 24 (4): 1131–1161. DOI:10.1037/0096-1523.24.4.1131. ISSN 1939-1277.  Kpọpụta njehie: Invalid <ref> tag; name "Zorzi Houghton 1998" defined multiple times with different content
  5. ↑ 5.0 5.1 5.2 Coltheart (2005). in Margaret J Snowling: Word recognition processes in reading. Modeling reading : the dual-route approach. Malden, MA: Blackwell Pub., 6–23. ISBN 9781405114882. OCLC 57579252.  Kpọpụta njehie: Invalid <ref> tag; name "Coltheart 2005" defined multiple times with different content
  6. ↑ Behrmann (1992). "Surface dyslexia and dysgraphia: dual routes, single lexicon". Cognitive Neuropsychology 9 (3): 209–251. DOI:10.1080/02643299208252059. 
  7. ↑ Sprenger-Charolles (2011). "Prevalence and Reliability of Phonological, Surface, and Mixed Profiles in Dyslexia: A Review of Studies Conducted in Languages Varying in Orthographic Depth". Scientific Studies of Reading 15 (6): 498–521. DOI:10.1080/10888438.2010.524463. 
  8. ↑ 8.0 8.1 8.2 8.3 8.4 8.5 Paap (1991). "Dual-route models of print to sound: Still a good horse race". Psychological Research 53 (1): 13–24. DOI:10.1007/BF00867328.  Kpọpụta njehie: Invalid <ref> tag; name "paap" defined multiple times with different content
  9. ↑ (2012) "RD, ADHD, and their comorbidity from a dual route perspective". Child Neuropsychol 18 (5): 467–86. DOI:10.1080/09297049.2011.625354. PMID 21999484. 
  10. ↑ 10.0 10.1 Coslett (2016). "Acquired Dyslexia", Neurobiology of Language, 791–803. DOI:10.1016/B978-0-12-407794-2.00063-8. ISBN 9780124077942.  Kpọpụta njehie: Invalid <ref> tag; name "Coslett & Turkeltaub 2016" defined multiple times with different content
  11. ↑ Coslett (2002). "Knowledge of the human body: A distinct semantic domain". Neurology 59 (3): 357–363. DOI:10.1212/WNL.59.3.357. PMID 12177368. 
  12. ↑ Coltheart (1 January 2001). "DRC: A dual route cascaded model of visual word recognition and reading aloud.". Psychological Review 108 (1): 204–256. DOI:10.1037/0033-295X.108.1.204. PMID 11212628.