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题名	汉语发展性阅读障碍儿童的综合干预
作者	张赛
答辩日期	2021-07
文献子类	硕士
授予单位	中国科学院心理研究所
授予地点	中国科学院心理研究所
其他责任者	陈天勇
关键词	发展性阅读障碍 综合干预 表象训练 工作记忆 语言能力
学位名称	理学硕士（同等学力硕士）
其他题名	Comprehensive intervention for Chinese children with developmental dyslexia
学位专业	发展与教育心理学
中文摘要	The intervention of dyslexia has long been a concern.More and more studies have shown that Chinese dyslexic children have language, visual and memory defects at the same time. However, the current intervention research on Chinese dyslexic mainly focuses on the training of individual abilities such as language, memory and reading. The comprehensive intervention is few, and mainly based on theoretical discussion, and the value of practical popularization is limited. Before the only individual comprehensive training, there are not enough subjects, less effectiveness evaluation indicators and so on. The purpose of this study is to investigate the intervention effect of the comprehensive training program on Chinese dyslexic children more rigorously, using a larger number of subjects and systematic evaluation indicators. For the first time, the imagery training of non-verbal materials was introduced into the domestic intervention study of dyslexic children, which combined with a comprehensive intervention program including language training, memory training and imagery training to provide effective programs and empirical research support for grass-roots schools to carry out such intervention activities.In this study ,43 children with Chinese dyslexia in grades 3-5 of Shenzhen were selected. The subjects were randomly divided into experimental group and control group according to the screening results. The students in the experimental group were given comprehensive training (language training, memory training and imagery training) for a period of two months. memory, language, and other basic cognitive abilities were assessed in all experimental and control groups before and after the intervention.The results showed that, first, the four indexes of memory ability (listening test, reading test, graphic recognition and operation breadth) showed that there was significant interaction between listening test scores, but not in reading test, graphic recognition and operation breadth task. Further paired samples t test and effect quantity showed that the scores of listening and recording test, graphic recognition and operation span task of the two groups were significantly improved in the post-test, but the intervention group was more improved in the post-test. The scores of listening test significantly improved the ability of speech processing in children with dyslexia hearing channel.The reading level did not improve significantly, which indicated that the short-term intensive comprehensive training had not changed the coding and conversion ability of the phonetic or phonetic meaning of the children with dyslexia, suggesting that the speech memory ability of the visual channel of the children with dyslexia was poor.Second, the results of the three indexes (syntactic knowledge test, reading fluency test and language achievement) to evaluate language competence show that the interaction of the three indexes is not significant. However, the results of paired sample t test and effect quantity showed that the post-test scores of intervention group were significantly higher than those of pretest, but there was no significant difference in control group. It is suggested that the syntactic knowledge and comprehensive Chinese ability of intervention group have a tendency to improve after intervention. This study did not directly train the comprehensive Chinese ability, so the improvement of Chinese ability showed that the comprehensive intervention of this study had a better migration effect. Reading fluency did not improve significantly after intervention. Reading fluency is the same as reading test, and it also needs the coding conversion of phonetic meaning or meaning. Neither of them has been significantly improved after intervention, which further supports that children with reading disorders do have serious visual processing defects.To sum up, children with dyslexia do have serious defects and poor plasticity in speech processing of visual channels, but other aspects have better plasticity (such as speech processing ability of auditory channels, non-verbal processing ability of visual channels), and direct individual training on speech processing ability of severely damaged visual channels may have poor intervention effects, while comprehensive intervention programs targeting multifaceted abilities (especially better auditory channels and partial visual channel processing ability) may promote the comprehensive language ability of children with dyslexia by improving the level of listening, In grass-roots schools have better promotion value.
英文摘要	长久以来，阅读障碍的干预一直是人们关注的问题。越来越多的研究表明汉语阅读障碍儿童同时存在语言、视觉和记忆方面的缺陷，然而，目前针对汉语阅读障碍的干预研究主要侧重于语言、记忆和阅读等单项能力的训练，综合性干预很少，且主要以理论探讨为主，实践推广价值有限。此前仅有的个别综合性训练也存在被试量不够、效果评估指标较少等问题。本研究旨在更严谨地考察综合训练方案对汉语阅读障碍儿童的干预效果，采用更大的被试量和系统的评估指标，本研究首次将非言语材料的表象训练引入国内阅读障碍儿童的干预研究结合包括语言训练、记忆训练和表象训练的综合干预方案，为基层学校开展此类干预活动提供有效方案和实证研究的支持。本研究筛选出43名深圳市3-5年级的汉语阅读障碍儿童，被试根据筛选结果随机分为实验组和对照组，对实验组的学生进行为期二个月，共30课时的综合训练（语言训练、记忆训练和表象训练），对照组学员不进行任何训练。在干预进行前和干预结束后评估所有实验组和对照组记忆能力、语言能力和其他基本认知能力。研究结果发现，第一，记忆能力的四项指标（听记测试、读记测试、图形再认和操作广度）分析结果显示，听记测试成绩存在显著的交互作用，但在读记测试、图形再认和操作广度任务三项指标的交互作用不显著。进一步的配对样本t检验及效应量表明，两组被试的听记测试、图形再认和操作广度任务成绩在后测都有显著的提升，但干预组在后测的提升幅度更大。听记测试得分显著提高提示阅读障碍儿童听觉通道的言语加工能力具有较好的可塑性。读记水平没有明显改善，说明短期的强化综合训练还没有改变阅读障碍儿童的形音义或形义的编码转换能力，提示阅读障碍儿童视觉通道的言语记忆能力可塑性较差。第二，评估语言能力的三项指标（句法知识测试、阅读流畅性测试和语文成绩）结果显示，三项指标的交互作用都不显著。但配对样本t检验及效应量的结果表明，在句法知识和语文成绩两项指标上，干预组后测成绩显著高于前测且效应量较高，而对照组成绩则无显著差异，提示干预组的句法知识和综合语文能力在干预后都有提升的趋势。本研究并未直接训练综合语文能力，因此语文能力的提高表明本研究的综合干预具有较好的迁移效应。干预后阅读流畅性并未显著提高。阅读流畅性与读记测试相同，也需要形音义或形义的编码转换，两者在干预后都没有显著提高，进一步支持阅读障碍儿童确实存在较严重的视觉加工缺陷。综上所述，阅读障碍儿童在视觉通道的言语加工方面确实存在较严重的缺陷，且可塑性较差，但其他方面的能力可塑性较好（如听觉通道的言语加工能力、视觉通道的非言语加工能力），直接针对受损严重的视觉通道的言语加工能力开展单项训练，其干预效果可能会较差，而针对多方面能力（特别是可塑性较好的听觉通道和部分视觉通道加工能力）的综合干预已方案可能通过改善听记（音义转换）水平来促进阅读障碍儿童的综合语文能力，在基层学校具有更好的推广价值。
语种	中文
内容类型	学位论文
源URL	[http://ir.psych.ac.cn/handle/311026/41585]
专题	心理研究所_健康与遗传心理学研究室
推荐引用方式 GB/T 7714	张赛. 汉语发展性阅读障碍儿童的综合干预[D]. 中国科学院心理研究所. 中国科学院心理研究所. 2021.

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