汉语发展性阅读障碍的认知神经机制研究及教育启示

Neurocognitive Basis of Chinese Dyslexia and its Implications on Education

本文综述了目前国内外关于汉语发展性阅读障碍的认知与脑方面的研究成果。认知科学的研究发现汉语发展性阅读障碍是一种具有多种认知缺陷的学习障碍,主要表现为视觉正字法缺陷、语素缺陷、快速命名缺陷、语音缺陷,并且阅读障碍儿童内部存在一定的异质性。脑科学的研究发现这些认知缺陷的产生具有其内在生理基础,阅读障碍儿童的脑功能与脑结构都与正常儿童存在显著差异。值得注意的是,相关研究发现,阅读障碍儿童的脑功能和结构异常可以通过恰当的干预进行改善。年龄越小,脑的可塑性越强,因此建议加强阅读障碍的早期检测,确诊后应及早采用恰当的干预手段。

This review summarizes the cognitive and neural impairments aspect of Chinese developmental dyslexia.Cognitive studies revealed that Chinese dyslexia is a learning disability with multiple cognitive deficits. The visual-orthographic deficit, morphological processing deficit, rapid naming deficit and phonological processing deficit are the main cognitive deficits,which show a certain degree of heterogeneity among different subtypes of Chinese dyslexia. Besides, evidences from neuroscience suggested that these cognitive deficits have inherent physiological basis and Chinese dyslexia is associated with significant brain functional and anatomical impairments. It is worth noting that relevant studies have found that the abnormal brain functional and structural development in children with dyslexia can be remedied by appropriate intervention. Given the situation that the plasticity of the brain is relatively high at young age, early diagnosis and timely intervention of dyslexic children are suggested.