国内外多动症儿童阅读发展探究

Review of Reading Development in Children with ADHD

阅读是个体习得语言过程中必须掌握的一个重要技能,同时又被不同的因素所影响。近年来多动症(ADHD)儿童得到人们越来越多的关注,该类儿童的症状主要有:注意力不集中、多动以及冲动。由于其自身的缺陷,ADHD儿童的语言习得和阅读发展会受到影响。国外相关研究表明:ADHD与阅读障碍(RD)存在很高的并发率,其阅读发展存在语音加工、注意力以及工作记忆等认知缺陷。国内对ADHD儿童的阅读发展研究不多,已有对RD儿童的阅读发展研究表明语素意识缺陷是汉语阅读障碍的核心缺陷。鉴于RD和ADHD有着很高的并发率,笔者预测,语素缺陷很可能是汉语为母语的ADHD儿童阅读发展的重要影响因素。本文从认知角度对国内外ADHD儿童的阅读发展进行综述并提出其研究发展方向,希望为未来研究提供理论依据。

Reading is a crucial skill required by individuals in the course of language acquisition. It is affected by various cognitive factors. In recent years, children with attention defcit/hyperactive disorder （ADHD） have received more and more attention. The symptoms of ADHD children include： inattention, hyperaction, and impulse. Among them, inattention is the main characteristic of children with ADHD. Because of their unique defcit, ADHD children will also develop problems in their language acquisition and reading development. Research outside of China has shown a high comorbidity rate between ADHD and Reading Disabilities （RD）. RD refers to a condition in which a student displays diffculty in reading in spite of normal IQ. It is the most common disability in regular school settings. In western countries, research has demonstrated that deficits in phonological processing, attention, and working memory may cause reading problems in children with ADHD. However, there is limited research on reading development of ADHD children within China. The existing studies in Chinese RD have reported that morphological awareness is a core defcit for Chinese children with RD. Due to the high comorbidity rate between RD and ADHD, we hypothesize that morphological awareness may be a powerful predictor of reading difficulties in addition to inattention of children with ADHD in China. This paper first reviews studies about cognitive predictors of reading development of ADHD children published outside of China, and then reviews reading research on children with ADHD or RD in China, and fnally suggests directions for future research, in the hope of laying some theoretical foundations for future studies.