阅读困难儿童记忆与学习的关系研究

Analysis on memory and learning in dyslexic children

目的探讨阅读困难儿童的记忆特征;分析阅读困难的记忆与学习关系。方法对长沙市两所学校的小学4～6年级,19个班级共755名学生进行筛查,确定阅读困难儿童31名作为阅读困难组,并将阅读困难儿童同班级、同性别、年龄相差不到1岁的后一位学号的正常儿童作为对照组。对每一名入组儿童进行广泛性记忆与学习测验。结果阅读困难儿童在言语记忆量表(F=18.233,P=0.000)、视觉记忆量表(F=10.875,P=0.002)和学习记忆量表(F=19.617,P=0.000)3个维度方面较正常儿童差,9个因子中除图案记忆外,其余8个因子得分两组差异有统计学意义(P<0.05或0.01)。多元逐步回归分析结果发现,成就测验成绩变异的44%可由言语记忆及句子记忆的变化来解释。数字记忆、言语学习及句子记忆3个因子对阅读困难儿童和正常儿童有鉴别作用,归类正确率为85.5%。结论阅读困难儿童存在短时记忆的损害,尤其是工作记忆损害较全面,但以语音环路最为明显,工作记忆损害对阅读困难具有特征性。

Objective To investigate memory and learning in children with developmental dyslexia in China. Methods Total 755 primary school students were screened and 31 children with developmental dyslexia were identified. The dyslexic children and the normal controls were assessed with the Wide Range Assessment of Memory and Learning-Screening. Results The dyslexic children had lower scores in verbal memory scale, visual memory scale and learning scale than those in controls. After controlled FIQ, there was significant difference between groups in all subtests except design memory subtest on The Wide Range Assessment of Memory and Learning-Screening. Stepwise regression analysis showed that significant predictors for the score of The Multiple Achievement Tests were verbal learning and sentence memory subtest. Three composite scores, such as number/letter memory, verbal learning, sentence memory subtest, Were important in distinguishing children with dyslexia and normal children. Condusion Our investigation indicated deficits in short-term memory in developmental dyslexia. Compared with the controls, impair in working memory may be characteristic for developmental dyslexia.