音乐训练对汉语阅读困难儿童语音意识的形晌
文献类型：学位论文
| 作者 | 林梦哲 |
| 答辩日期 | 2024-06 |
| 文献子类 | 继续教育硕士 |
| 授予单位 | 中国科学院大学 |
| 授予地点 | 中国科学院心理研究所 |
| 其他责任者 | 刘烨 |
| 关键词 | 发展性阅读障碍 阅读困难 语音意识 音乐训练 音乐能力 |
| 学位名称 | 理学硕士 |
| 学位专业 | 发展与教育心理学 |
| 其他题名 | Impact of Music Training on Phonological Awareness in Children with Chinese Reading Difficulties |
| 中文摘要 | Since 2014, the term "fostering the love of reading among our people" has appeared repeatedly in China's Report on the Work of the Government for the 10th consecutive year, and the reading-promoting project has become the government's work priority. Reading is the most important means of acquiring knowledge for children and adolescents at school age. However, statistics showed that many children have suffered from reading difficulties, even developmental dyslexia (DD), which is a cognitive neuro-developmental disorder with multiple cognitive processing deficits. This study examined the relationship between musical competence and phonological awareness in Chinese-speaking school-aged children. Based on the latest Expert Advice on the Diagnosis and Intervention of Chinese Development Dyslexia in 2023, we comprehensively screened Chinese-speaking children with reading difficulties and developmental dyslexia in the first and third grades of a primary school in Xiamen, China, to reveal the impact of music training on the development of phonological awareness in children with dyslexia. This study consisted of a cross-sectional survey and two longitudinal tracking control group study. In the cross-sectional survey, under the guidance of the latest Expert Advice on the Diagnosis and Intervention, we screened 870 children in the first and third grades of a primary school in Xiamen for their cognitive abilities, including their musical competence, phonological awareness, morphological awareness, and orthographic awareness. The screening discovered 36 children with developmental dyslexia and revealed the relationship between musical competence and the phonological awareness of Chinese-speaking schoolchildren. In the two longitudinal tracking control group study, 116 dyslexic and normal children aged 7-8 and 9-10 were divided into four groups: a dyslexic music group (28 children), a dyslexic reading group (25 children), a normal control music group (30 children), and a normal control reading group (33 children). The four groups carried out music and reading training for six months respectively, and the corresponding pre-, mid-, and post-tests were conducted to examine the impact of music training on the development of phonological awareness of dyslexic children. The cross-sectional survey study found that 7-8-year-old and 9-10-year-old children’s rhythm perception ability can predict Chinese phonological awareness (including total Chinese phonological awareness score, Chinese large and small phonological awareness scores, and Chinese lexical tone sensitivity awareness scores) and English phonological awareness (including total English phonological awareness score, and English large and small phonological awareness scores); and that 9-10-year-old children’s pitch perception ability can predict Chinese phonological awareness (including total Chinese phonological awareness score and Chinese large and small phonological awareness scores) and English phonological awareness (including total English phonological awareness score, and English small phonological awareness scores). In addition, the incidence rates of developmental dyslexia in 7-8-year-old and 9-10-year-old children were 3.04% and 5.37%, respectively, consistent with previous studies. The longitudinal tracking control group study discovered that: first, music training can enhance children's native language phonological awareness , in which music training enhanced 7-8-year-old children's Chinese phonological awareness (including total Chinese phonological awareness score, Chinese large and small phonological awareness scores, and Chinese lexical tone sensitivity awareness scores) and 9-10-year-old children's total Chinese phonological awareness score, and that children in the dyslexia group showed better improvement than those in the normal group; second, only music training can enhance children's second language phonological awareness, in which music training enhanced the total English phonological awareness score and English small-unit phonological awareness of 7-8-year-olds and 9-10-year-olds; third, although reading training can improve children's phonological awareness, music training proved to be much more effective. Based on the findings of the above studies, it suggested that the music perceptual ability of 7-8 and 9-10-year-old children was closely related to their Chinese and English phonological awareness, providing direct evidence of the correlation between musical competence and children's phonological abilities. Also, after 40 hours of music training, the mother tongue and the second language phonological awareness of 7-8 and 9-10-year-olds were enhanced. This finding provides experimental evidence that music training promotes phonological awareness in dyslexic and normal children. In addition, when comparing the training effects of children in the music and reading groups, the music group showed significantly greater enhancement than the reading group. The findings of this study not only provide direct evidence that music training can promote phonological awareness in children with dyslexia and typically developing children but also reveal the effects of short-term music training on various dimensions of phonological awareness in children with reading difficulties and typically developing children, which provides theoretical guidance for improving the teaching strategies for dyslexic children, and is of great practical significance and application in the field of children’s education. |
| 英文摘要 | 2014 年起，“全民阅读”工程连续 10 次纳入国务院政府工作报告，成为政 府工作的重点。阅读是学龄阶段儿童和青少年获取知识最主要的手段。但统计数据显示，不少儿童存在诸多阅读困难，甚至患有发展性阅读障碍 (developmental dyslexia, DD) 。发展性阅读障碍是一种认知神经发育性障碍，存在多种认知加工缺陷。本研究将考察汉语学龄儿童音乐能力与语音意识水平的关系，并根据2023年国内发布的最新专家意见，在厦门市某小学一、三年级全面筛查汉语发展性阅读障碍和阅读困难儿童，探索音乐训练对阅读困难儿童语音意识的影响。 包括一个横向调查研究和两个纵向追踪对照组实验研究。研究一基于最新专家诊断意见，以厦门市某小学一、三年级870名儿童为对象，系统调查了儿童的音乐能力、语音意识、语素意识、正字法意识等认知能力，筛查发现发展性阅读障碍儿童共36人，同时探究汉语学龄儿童音乐能力与语音意识水平的关系。研究二采用2项纵向追踪对照组实验设计，将116名7-8岁和9-10岁阅读困难儿童和正常儿童分到阅读困难音乐组 (28人) 、阅读困难阅读组 (25人) 、正常对照音乐组 (30人) 和正常对照阅读组 (33人) ，分别开展6个月的音乐训练、阅读训练，在实验前期、中期、后期开展相应的前中后测，考察音乐训练对阅读困难儿童语音意识的影响。 研究一发现：7-8岁和9-10岁儿童的节奏感知能力能够预测汉语语音意识（包 括汉语语音意识总分、汉语大小单元语音意识成绩和汉语声调意识成绩）和英语语音意识（包括英语语音意识总分和英语大小单元语音意识成绩）；9-10岁儿童的音高感知能力能够预测汉语语音意识（包括汉语语音意识总分和汉语大小单元语音意识成绩）和英语语音意识（包括英语语音意识总分和英语小单元语音意识成绩）。此外，7-8岁和9-10岁儿童发展性阅读障碍的发生率分别为3.04%和5.37%，结果与以往研究一致。 现：第一，音乐训练可以增强阅读困难和正常儿童的母语语音意识，其中，音乐训练增强了7-8岁儿童的汉语语音意识（包括汉语语音意识总分、汉 语大小单元语音意识成绩和声调意识成绩）以及9-10岁儿童的汉语语音意识总分，并且阅读困难组儿童的提升效果优于正常组儿童；第二，仅有音乐训练可以增强阅读困难和正常儿童的第二语言语音意识，其中，音乐训练增强了7-8岁和9-10岁儿童的英语语音意识总分和英语小单元语音意识；第三，虽然阅读训练也可以提升阅读困难和正常儿童的语音意识能力，但是音乐训练的提升效果明显高于阅读训练。 综合以上研究结果，本研究表明，7-8岁和9-10岁儿童的音乐感知能力与其汉语和英语语音意识存在密切相关，为音乐能力与儿童语音能力的相关性提供了直接证据，同时，经过累计40小时的音乐训练可以增强7-8岁和9-10岁儿童的母语语音意识和第二语言语音意识，进一步为音乐训练能够促进阅读困难儿童和正常儿童语音意识水平提供了实验证据。此外，对比阅读组儿童的训练效果，音乐组提升的效果显著大于阅读组的效果。 本研究的发现不但为音乐训练能够提升阅读困难儿童和正常儿童语音意识水平提供了直接证据，而且揭示了短期音乐训练对阅读困难儿童和正常儿童语音意识的促进作用，这为完善阅读困难儿童的教学策略提供了理论指导，在儿童教育领域具有重要的现实意义和应用价值。 |
| 语种 | 中文 |
| 源URL | [http://ir.psych.ac.cn/handle/311026/48295]  |
| 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 | 林梦哲. 音乐训练对汉语阅读困难儿童语音意识的形晌[D]. 中国科学院心理研究所. 中国科学院大学. 2024. |
入库方式： OAI收割
来源：心理研究所
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