汉语发展性阅读障碍儿童的视听整合能力训练研究
文献类型：学位论文
| 作者 | 杨飒 |
| 答辩日期 | 2021-01 |
| 文献子类 | 硕士 |
| 授予单位 | 中国科学院心理研究所 |
| 授予地点 | 中国科学院心理研究所 |
| 其他责任者 | 毕鸿燕 |
| 关键词 | 汉语发展性阅读障碍 汉语阅读技能 视听整合能力 干预训练 |
| 学位名称 | 理学硕士（同等学力硕士） |
| 学位专业 | 健康心理学 |
| 其他题名 | Audiovisual Integrative training for Chinese children with developmental dyslexia |
| 中文摘要 | Developmental dyslexia(DD) was characterized as a specific learning disability, which struggled and failed to adequately acquire reading ability, despite normal intelligence and adequate educational opportunity and ostensibly intact audition and vision. Deficits of reading will not only bring academic pressure to students, but also cause negative emotional impact on children's psychology, which affects the development of children. DD is a typical learning difficulties and seriously influenced children's learning and life. Therefore, it is vital to correct reading disability. Considering that some researches have found that DD exhibit the deficits of audiovisual integration, it is particularly necessary to explore whether the dyslexic can improve their reading ability through the training of audiovisual integration.Present study explored the role of audiovisual integration training on reading and reading related skills of Chinese children with developmental dyslexia. And then, the present training study also demonstrated the causal link between audiovisual integration and reading. Forty Chinese dyslexic children were divided into training group (training DD group) and wait-list controls (untrained DD group) equally. Twenty-two age-matched normal children(CA group) who didn’t participated the training were also included as normal controls. The training DD group received audiovisual integrative training for 15 times in eight weeks. Before and after the training, the present study would measure the reading related skills of all the children. And he present study also measured the reading related skills of eleven training dyslexics again two months later. The results showed that:(1) After audiovisual integration training, the phonological awareness and morphological awareness of training DD group were significantly improved, but did not reach the level of CA group. In addition, reading fluency and visual attention were significantly improved even though reading fluency and visual attention of training DD group were not better than that of untrained DD group. Phonological working memory, rapid automatic naming, and reading accuracy were not affected by audio-visual integration training.(2) Two months later, the second post-test results of eleven training DD showed that the effect of audio-visual integration training on children's phonological awareness, morphologicale awareness, reading fluency and visual attention ability in the training group were still sustainable.The above results showed that audiovisual integration training for children with developmental dyslexia can significantly improve reading related skills, and has a sustained effect. Present study found that training the ability of audiovisual integration could effectively improved reading related skills of children with Chinese dyslexia. The results proved the causal link between audiovisual integration and Chinese developmental dyslexia, and also provided a direct basis for intervention and correction of Chinese dyslexia. |
| 英文摘要 | 发展性阅读障碍是指个体在获得阅读技能方面存在特殊困难，且这种困难不能单纯的归因于智力缺陷、视敏度缺陷或者教育缺失。对于儿童的语言发展而言，阅读能力的不足不仅会给学生带来学业上的压力，也会给儿童的心理造成挫败感等负面情绪影响，从而影响到未来个体的正常发展。作为一种主要的学习困难类型，阅读障碍严重影响儿童的学习与生活，因此对其干预和矫治具有十分重要的意义。考虑到国内外一些研究已经发现阅读障碍者存在视听整合缺陷，探究阅读障碍者是否能够通过视听整合训练提高其阅读能力就显得尤为必要。本研究通过对汉语阅读障碍儿童进行视听整合训练探究视听整合训练对汉语阅读障碍儿童的阅读相关技能的作用，并进一步的探明视听整合能力与汉语发展性阅读障碍的因果关系。实验采用言语材料对20名三至六年级的汉语阅读障碍儿童（训练DD组），20名同年龄未参与训练的阅读障碍儿童（未训练DD组）以及22名同年龄正常儿童（CA组）为被试，对训练组DD进行了为期八周共15次的视听整合训练，并在训练前后，分别与未训练DD组和同年龄正常儿童进行汉语阅读技能测试对比，以及在训练两个月后对训练组DD中的11名被试进行第二次后测。结果发现：（1）经过视听整合训练，训练组DD的语音意识，语素意识有明显提升，但未达到CA组水平；训练组DD的阅读流畅性和视觉空间注意能力在视听训练后有明显的提升，但训练后并未与未训练组DD存在显著差异。语音工作记忆，快速命名，阅读准确性则不受到视听整合训练的影响。（2）两个月后对11名训练组DD的第二次后测结果表明，视听整合训练对训练组儿童的语音意识，语素意识，阅读流畅性以及视觉空间注意能力的训练效果仍可能具有持续性。以上结果表明，对汉语发展性阅读障碍儿童进行视听整合训练可以显著提高阅读相关技能，并可能具有持续性效果。本研究进行了基于视听整合能力的干预训练，发现使用言语材料训练视听整合能力能够有效地提高汉语阅读障碍儿童的阅读技能，这一结果，证明了视听整合能力与汉语发展性阅读障碍之间的因果关系，也为汉语阅读障碍的干预矫治提供了直接的依据。 |
| 语种 | 中文 |
| 源URL | [http://ir.psych.ac.cn/handle/311026/41539]  |
| 专题 | 心理研究所_认知与发展心理学研究室 |
| 推荐引用方式 GB/T 7714 | 杨飒. 汉语发展性阅读障碍儿童的视听整合能力训练研究[D]. 中国科学院心理研究所. 中国科学院心理研究所. 2021. |
入库方式： OAI收割
来源：心理研究所
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