小学汉语阅读障碍儿童的PASS认知加工特点

A Preliminary Study on PASS Cognitive Processing Deficit of Chinese Developmental Dyslexia

本研究以智力的PASS认知模型为基础,考察汉语阅读障碍儿童的PASS认知缺陷模式。研究采用DN:CAS认知评估系统,并结合统计分析对33名汉语发展性阅读障碍儿童的PASS认知加工缺陷进行了分析。结果表明,汉语发展性阅读障碍儿童存在不止一种的PASS认知加工缺陷,可能在计划、注意、同时性和继时性加工的一个或几个方面出现了困难。继时性加工缺陷是汉语阅读障碍儿童的主要特征,与英语阅读障碍的研究相一致。此外,汉语阅读障碍儿童在表达性注意、言语-空间关系和继时性加工上的成绩差于生理年龄匹配组,仅达到阅读水平匹配组水平,这些的不足可能是由于发展迟滞所致。

For the purpose of this study, we examined if Chinese dyslexia is associated with deficits in Planning, Attention, Simultaneous, and Successive （PASS） processing. Rather than comparing children with dyslexia with average readers alone, we employed a more sophisticated design in which grade 5 dyslexics were compared not only to the grade 5 average readers, but also to the grade 3 average readers whose reading ability was equivalent to the dyslexics. The Chinese version of DN： CAS was used to examine the PASS processing of the dyslexic children. The results indicated that Chinese developmental dyslexia was heterogeneous, i.e., the Chinese developmental dyslexia was correlated with more than two PASS cognitive deficits. The dyslexic children could have difficulties in one or several aspects of PASS processing. Meanwhile, the Successive processing deficit was the main problem faced by the Chinese dyslexic children. This proportion resembles the one reported for temporal processing deficits in English-speaking dyslexic children. Next, a significant main effect of group was shown in Planning, Attention, Simultaneous and Successive. And the follow-up univariate analyses showed that the DYS group performed worse than the CA group on measures of Expressive Attention, Verbal-Spatial Relation and Successive processing but comparably to the RA group on these processing skills, which could caused by the developmental delay.