形音關係對華語學齡發展型語言障礙兒童詞彙辨識的影響

背景與目的：本研究旨在探究發展型語言障礙兒童與典型發展兒童在漢語雙音節詞彙辨識上的差異，並了解語音和字形相似性的影響。方法：受測者包括24名年齡7至10歲發展型語言障礙兒童（語障組）及22名同年齡典型發展兒童（典型組）。研究操弄雙字詞中首字或尾字「音同形似」、「音同形異」、「音異形似」、「音異形異」四種形音關係以及有無語音提示。情境Ａ電腦呈現目標圖像後出現詞彙配對，受試者需判斷正確字詞。情境Ｂ在呈現圖像時同步播放對應華語音，語音呈現時間與圖像一致，目的在探討語音提示對視覺詞彙辨識的作用。結果：情境Ａ語障組四種形音關係平均正確率介於0.61至0.63之間，而典型組平均正確率介於0.92至0.95之間，雙因子變異數分析顯示組別具有顯著差異（F(1, 44)=67.05, p < .001），形音關係未達顯著差異。情境Ｂ語障組平均正確率0.59至0.67，典型組介於0.90至0.97之間，變異數分析顯示組別具有顯著差異（F(1, 44)=68.81, p < .001），四種形音關係亦具有顯著差異（F(3, 132)=14.34, p < .001），事後比較發現「音異形異」、「音同形異」顯著優於「音異形似」，前三者又優於「音同形似」，組別和形音關係沒有交互作用。兩組兒童在情境Ａ和情境Ｂ的正確率表現並無顯著差異、字詞呈現位置對於正確率也並無影響。結論：發展型語言障礙兒童在不同詞彙型態的區辨表現均顯著低於典型發展兒童，呈現全面性困難的趨勢。字形對詞彙辨識的影響似乎比語音重要，建議在教學或臨床應用上多運用字形線索輔助語障兒童進行詞彙辨識。?

Background and Purpose: This study aims to investigate the differences in Mandarin disyllabic word recognition between children with developmental language disorder (DLD) and typically developing (TD) children, and to explore the effects of phonological and orthographic similarities. Methods: The participants included 24 DLD children and 22 age-matched TD children, aged 7 to 10 years. The study manipulated four types of phonology(P) and orthography(O) relationships in the first or second character of disyllabic words: P+O+, P+O-, P-O+, P-O-, as well as conditions with and without auditory cues. In the condition A, the target images were presented on a computer, followed by word pairs, and the participants had to judge which word correctly represented the target image. In the condition B, when the target image was presented, the corresponding Mandarin pronunciation was played simultaneously with the image presentation to investigate the role of auditory cues in visual word recognition.Results: In condition A, the mean accuracy rates of the DLD group across the four phonological-orthographic relationships ranged from 0.61 to 0.63, while the TD group ranged from 0.92 to 0.95. A two-way ANOVA showed a significant group difference (F(1, 44)=67.05, p < .001). In condition B, the mean accuracy rates of the DLD group ranged from 0.59 to 0.67, and for the TD group ranged from 0.90 to 0.97. The ANOVA revealed significant differences between groups (F(1, 44)=68.81, p < .001) and among the four phonological-orthographic relationships (F(3, 132) = 14.34, p < .001). Post hoc comparisons revealed that “P-O-” and “P+O-” were significantly better than “P-O+” and three were better than “P+O+.” There was no interaction between group and phonological-orthographic relationships. The accuracy performance between condition A and B did not significantly differ for both groups, nor did the position of word within the disyllabic structure affect accuracy. Conclusion: DLD children performed significantly worse than TD children in phonological and orthographic discrimination across different word types, showing a trend of overall difficulty in word recognition. Orthographic information provided greater facilitation, especially for the DLD group. It is recommended to utilize orthographic cues to aid DLD children in word recognition.