工作记忆训练对发展性阅读障碍小学生干预效果评价

Effect evaluation of interventional training of working memory on children with developmental dyslexia

目的探讨工作记忆干预训练对发展性阅读障碍小学生工作记忆及其识字量的影响,为汉语阅读障碍儿童工作记忆训练实践提供参考。方法以贵阳市某所小学三至五年级的小学生为被试,筛选出32名汉语阅读障碍儿童,随机分成研究组(n=16)和对照组(n=16),采用计算机自适应工作记忆干预训练软件,对两组儿童分别进行不同时长的工作记忆干预训练。结果 8周的工作记忆干预训练后,研究组在识字量、工作记忆任务上的得分(2 217.87±252.32,105.13±7.68)高于对照组(1 907.69±545.15,96.50±11.04)(t值分别为2.06,2.56,P值均<0.05)。简单效应分析显示,在后测时间上,研究组的识字量大于对照组,研究组工作记忆指数高于对照组。结论阅读障碍儿童的工作记忆能力可通过一定时长的干预得到提高,干预效果不仅在经过训练的工作记忆任务上显著,还可拓展到识字量等其他未训练的内容。

Objective To explore the effect of working memory intervention training on working memory and literacy of children with developmental dyslexia,so as to provide a preference for practice of the trianing of working memory among children with dyslexia. Methods A total of 32 children with dyslexia of grade 3-5 in a primary school in Guiyang were randomly divided into two groups: the study group( n = 16) and the control group( n = 16),and the software of training exercises of working memory was applied to conduct interventional trainings of different durations to 2 gruops of children. Results Through the intervention training of working memory, the scores of literacy and working memory tasks in the study group( 2 217.88±252.32, 105.13±7.68)were significantly higher than those in the control group( 1 907.69 ± 545.15, 96.50 ± 11.04)( t = 2.06, 2.56, P<0.05). Conclusion The working memory ability of children with dyslexia can be improved by working memory intervention training for a certain period of time. The intervention effect is not only significant in the trained working memory task, but also can be extended to other untrained contents such as literacy.