汉语发展性阅读困难儿童的综合干预

A multimodal intervention on Chinese children with developmental dyslexia

目的:探讨包含记忆、语言和表象训练的综合干预方案对汉语发展性阅读困难儿童的干预效果。方法:根据语文成绩、儿童汉语阅读困难量表、义务教育阶段学生识字量测验、托尼非文字智力测验的得分情况,从725名3~5年级小学生中筛选出50名阅读困难儿童,将愿意参与本项研究的43名随机分配到干预组(n=21)和对照组(n=22),干预组参加为期2个月,共30课时,包括记忆、语言和表象训练的综合干预,两组均参与记忆能力、语言能力和其他基本认知能力多项指标的基线和干预后测试,以评价干预效果。结果:重复测量方差分析结果显示,记忆能力的听记测试指标的交互作用(组别×时间点)有统计学意义(P<0.05)。进一步的配对样本t检验及效应量的结果表明,干预组记忆能力的图形再认和操作广度指标,以及语言能力的语文成绩和句法知识指标,干预后有提升(均P<0.01),且提升的效应量较对照组更大(Cohen’s d=1.02 vs.0.50,0.92 vs.0.49,0.58 vs.0.25,0.55 vs.0.16)。结论:研究提示融合表象训练的综合干预能有效改善阅读困难儿童的记忆能力、语言能力和学业成就。

Objective:To investigate the intervention effect on Chinese children with developmental dyslexia(DD)by using a multimodal intervention program,which integrated memory-,imagery-,and language-based trainings.Methods:According to the scores of Chinese Achievement Test,Chinese Dyslexia Scale,Vocabulary Test and Toni’s Nonverbal Intelligence Test,50 children with DD were selected from 725 primary school students of grade 3-5.Furthermore,43 out of the 50 diagnosed who were willing and able to participate in the intervention were randomly assigned to intervention group(n=21)and control group(n=22),respectively.The intervention group participated in a total of 30 training hours for 2 months,including comprehensive intervention of memory,language and imagery training.Both groups participated in baseline and post intervention test,including multiple indicators of memory ability,language ability and other basic cognitive abilities.Results:Repeated measures ANOVAs showed significant group by testing session interaction for an indicator(i.e.,listening and memorizing test)of memory ability(P<0.05).Further t-tests and effect sizeanalyses revealed significant improvements for the intervention group in 2 indicators of memory ability(recognition of meaningless figure,operation span)and 2 indicators of language ability(academic achievement and syntactic knowledge)(Ps<0.01),with greater effect sizes than the controls(Cohen’s d=1.02 vs.0.50,0.92 vs.0.49,0.58 vs.0.25,0.55 vs.0.16,respectively).Conclusion:It suggests that multimodal intervention that incorporated an imagery training component could effectively improve memory ability,language ability and academic achievement in children with DD.