The comparison of the competence of visual perception ,auditory perception, psychomotor skills performance of students with and without Chinese writing difficulties.

• Main Authors: Ching-hui Wu, 吳靜慧
• Other Authors: Hsien-ming Yang
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/95939557840025903447

碩士 === 國立臺南大學 === 特殊教育學系碩士班 === 93 === This study aimed to investigate the major factors of Chinese writing by comparing the competence of visual perception ,auditory perception, psychomotor skills performance of students with and without writing difficulties.43 students with writing difficulties were selected with one grade below average in writing test but normal score of nonverbal IQ. And then the students with writing difficulties were divided into five groups, on the basis of the result of the Chinese Graded Word Recognition Test , copying characters and error types ,as both word coping and recognition difficulties（CRD in short）, word recognition difficulties（WRD in short）, word coping difficulty（WCD in short）, spelling difficulty（SD in short）, spelling error （SE in short）.The other 43 students selected with normal performance in writing test as the grade- and- IQ matched group .All the 86 participants were measured the visual perception tests included visual distinguish, visual sequential memory, and visual memory span, auditory perception tests included aural memory span, awareness of consonant and vowel, tonal awareness test, psychomotor skills tests included coding, symbol search, visual memory picture-coping, auditory memory arrangement. The statistics of t-test, Pearson Correlation were used to analyze the data. The major findings were concluded as follows: 1. The competence of the visual perception performance: In the two visual memory tests, besides SD and SE in sequential memory, the scores of the other types of writing difficulties groups were founded significantly lower than normal matched groups. In the visual distinguish, SD group and CRD group were significantly lower in picture distinguish, and WCD group were significantly lower than normal matched groups in word distinguish. 2. The competence of the auditory perception performance: In the auditory short memory tests, only the scores of the CRD group and WCD were founded significantly lower than normal matched groups. In the tonal awareness tests, the scores of all types of writing difficulties groups were founded significantly lower than normal matched groups. And in the vowel awareness tests, the scores of both SD group and SE group were significantly poor than normal matched groups. 3. The competence of the psychomotor skills performance: In the auditory memory arrangement tests, besides SE group, the scores of other types of writing difficulties groups were founded significantly lower than normal matched groups. In the visual memory picture-coping tests, besides WRD group, the scores of other types of writing difficulties groups were significantly lower than normal matched groups. In the processing speed, the scores of all types of writing difficulties groups were founded significantly lower than normal matched groups. 4. The correlation between Chinese writing performances and cognitive abilities: The Chinese writing performances of the second-grade students were significantly related to word distinguish, visual memory span, visual sequential memory, aural memory span, tonal awareness, visual memory picture-coping, auditory memory arrangement tests. The Chinese writing performances of the forth-grade students were significantly related to picture distinguish, word distinguish, visual memory span, visual sequential memory, tonal awareness, coding, processing speed , auditory memory arrangement tests.