阅读困难儿童认知灵活性发展特点研究

Cognitive Flexibility of Reading-disabled Children:Development and Characteristics

目的:探讨阅读技能与认知灵活性的内在关系,为阅读困难儿童认知灵活性的临床干预提供新的实证依据。方法:通过一般领域多维度卡片分类测验、识字量和阅读理解测验对44名阅读困难儿童和对照组儿童进行测试。结果:①认知灵活性与汉语识字量和阅读理解水平之间均存在显著相关;②一般儿童认知灵活性总体水平显著高于阅读困难儿童;③阅读困难儿童认知灵活性随年级增长的趋势不同于一般儿童。结论:认知灵活性与阅读技能存在彼此间的相互影响而非先后因果关系,结合语言知识与技能的特殊领域认知灵活性训练将可能对阅读困难的干预产生更好的临床效果。

Objective： To provide empirical evidences for clinical intervention of reading disabilities by investigating and comparing developmental characteristics of cognitive flexibility between the RD and Non-RD children. Methods： Using domain-general multiple classification test, phrase-making task and reading comprehension test as experimental materials. Results： （1）Significant correlations exist among cognitive flexibility, literacy and reading comprehension; （2） Cognitive flexibility level of RD children was significantly lower than that of non-RD group;（3）Compared with non-RD children, RD children were found to have different developmental tendency with increasing grades. Conclusion： Mutual enhancing effects exist between reading skills and cognitive flexibility instead of cause-and-effect relations; therefore, reading-specific cognitive flexibility training combined with language knowledge and skills wouht make better effects on the RD intervention.