发展性阅读障碍（Developmental Dyslexia）是一种在儿童青少年群体中常见的特殊的先天性学习障碍，表现为个体难以精确地或流利地识别汉字，以及较差的解码和拼写能力，而这种缺陷并不是由患者智力、听视觉敏度、其他心理或神经障碍、或缺乏专业的语言指导和教育所导致的。已有的相关研究发现，在语音解码、字形加工、形音捆绑能力方面阅读障碍儿童均存在不同程度的缺陷。本研究在此基础上对阅读障碍及正常儿童在形音冲突及形音一致的情况下的加工特征进行了对比研究，以此来探讨字音、字形不同匹配条件下对于阅读障碍儿童的影响。

本研究以北京某小学三至五年级18名阅读障碍儿童及其年级、性别相匹配的18名阅读正常儿童作为研究对象，使用形音冲突范式对阅读障碍儿童在视觉词汇加工过程中的字音、字形因素影响进行探究，共包括两个研究，研究一为字音判断任务，研究二为字形判断任务。研究结果发现，研究一中障碍组和控制组儿童均表现出形音一致情况时正确率更高且反应时更短，而阅读障碍儿童较控制组儿童相比受到形音冲突的影响程度更大，同时也发现障碍组儿童受字形因素影响较大；研究二中发现，同样地，控制组和障碍组儿童均在形音一致的情况下表现更好，控制组整体正确率高于障碍组，但两组反应时无显著差异，同时发现障碍组儿童对于字音-字形的联结能力并不稳固，且更多受到字音的影响。综合两个研究进行分析发现，字形判断较字音判断正确率更高且反应时更短。

本研究发现阅读障碍组儿童在字音判断任务中更大程度上的受到了字形因素的影响，本文对此原因提出了两点猜测，首先阅读障碍儿童与正常水平儿童相比可能具有特定的认知加工特点，阅读障碍儿童在视觉词汇加工过程中更加依赖字形因素，其次可能是因为阅读障碍儿童抑制字形加工的能力不足，从而导致其无法控制字形因素对其认知加工判断的影响，针对上述发现本文进而提出了一些有针对性的教学建议。

Developmental Dyslexia, which is characterized by difficulty reading words accurately or fluently and poor decoding and spelling compared to peers, is not caused by intelligence, auditory and visual acuity, other psychological or neurological disorders, or a lack of professional language instruction and education. The existing study found reading disorder children in phonological awareness, orthographic, cross-modal binding ability has different degree of cognitive impairment. On this basis, our study conducted a comparative study on dyslexia and normal children under the condition of orthographic/phonological conflict and orthographic/phonological consistency, so as to explore the influence of different matching conditions of word and rhyme and spelling on dyslexia children.

This study selected 18 reading disorder children and the 18 age-matched normal children from the third grade to fifth grade in Beijing primary school. By using the form of orthographic-phonological conflict paradigm we explore the phonology and orthography factors in the process of recognition. This study include two research, research one is phonology judgment task, and research two is orthography judgment task. The research conclusions are as follows:

The results in research one showed that the children in the dyslexic group and the control group both have higher correct rate and shorter response time when they had the same phonology and orthography, while the dyslexic children were more affected by the orthographic/phonological  conflicts than the control group, and the dyslexic children were also more affected by the orthographic factors. In research two, it was found that, similarly, children in the control group and the control group performed better under the condition of the same phonology and orthography, and the control group was higher accuracy than that of the dyslexic group, but there was no significant difference in response time between the two groups. Meanwhile, it was found that children in the dyslexic group were not stable in the ability of orthographic and phonological connection, and were more affected by phonology. Based on the two research, we found that the judgment accuracy of orthography is higher and the reaction time is shorter.

This study found reading disorder group of children more affected by the orthography factors, this paper puts forward the two reasons for this speculation, reading disorder children cognitive have their own processing characteristics, and dyslexia children in visual processing are more dependent on the orthography factors. second reading disorder children's habe less ability to inhibit orthographic processing. this paper also put forward some targeted teaching suggestions.