汉语发展性阅读障碍儿童的认知干预研究——基于PASS理论

Cognitive Intervention of Chinese Children with Developmental Dyslexia—Based on PASS theory

对汉语发展性阅读障碍儿童进行认知干预研究,探讨有效的干预途径和措施。采用实验法对14名(实验组和控制组各7名)汉语发展性阅读障碍儿童进行为期14周的干预训练。研究结果表明,实验组与控制组的前测成绩均无显著差异;干预训练结束后,除声调意识外,实验组在其它认知测验上的成绩都得到了明显提升。因此,通过改编的PREP认知干预训练方案能够提高汉语发展性阅读障碍儿童的部分言语认知能力。

This study aimed to investigate whether the cognitive intervention training program through the adapted PASS Reading Promotion Program (PREP) can improve the phonological awareness, morphological awareness, orthographic awareness and reading comprehension ability of Chinese children with developmental dyslexia. Fourteen Chinese children with developmental dyslexia were screened and randomly divided into experimental and controlling groups. Both groups of students received the measures of vocal awareness (consonant, final, tone, phoneme deletion), morpheme awareness (morpheme production, morpheme judgment), orthography, and reading comprehension tests. The results showed that there was no significant difference between the experimental group and the controlling group in pre-test. In the post-test, the scores of the experimental group were higher than the control group except the tone test score. Conclusion: The adaptation of PREP cognitive intervention training programs in present study can improve the reading ability of children with developmental dyslexia in Chinese.