|Alternative Title||An investigation of t he relationship between visual motor integration and Chinese character reading|
|Place of Conferral||中国科学院心理研究所|
|Keyword||视觉一运动整合 汉字阅读 相关 发展性阅读障碍|
(1）在正常阅读者中，三年级儿童的视觉一运动整合与识字量的相关不显著，六年级儿童(r=0.45, p=0.01)和成人(r=0.41, p=0.02)的视觉一运动整合和识字量的相关显著。回归分析发现，在控制年龄、性别因素和阅读相关认知因素后，视觉一运动整合成绩在儿童中可以解释识字量11%的变化[△F(1, 27)=3.60, p=0.05]，在成人中可以解释识字量11%的变化[△F(1, 27)=4.00, p=0.05]。此外，六年级儿童和成人视觉一运动整合与数字快速命名相关显著，成人视觉一运动整合与正字法意识相关显著。汉语发展性阅读障碍儿童的识字量和视觉一运动整合能力显著落后于同年龄对照组儿童，说明汉语阅读障碍儿童同时具有视觉一运动整合缺陷和阅读缺陷，从侧面反映出视觉一运动整合与汉语阅读间的关系。
Visual-motor integration(VMI) is a combination of the visual perception and fine motor skill, and represents the ability to coordinate and integrate these two skills. Recently, more and more researchers start to focus on the relationship between reading ability and VMI. Studies from alphabetic languages found that the relationship between VMI and reading ability was tight at early stage of reading development but declined with age. Different from alphabetic languages, Chinese character possesses a high visual complexity and visual processing might be important for Chinese reading. Furthermore, motor information plays an important role in Chinese character recognition. The relationship visual-motor integration and Chinese reading is still lack of systematic research.
The current study adopted behavioral tests and functional magnetic resonance imaging to investigate the trend and neural basis of relationship between VMI and Chinese reading. Normal readers (normal children and normal adults and children with developmental dyslexia ( were selected as the participants. Additionally, children with dyslexia accepted intervention based on VMI. The intervention program lasted 10 weeks and 40 minutes per week. The results show that:
(1)Behavioral results showed that, the significant correlations between VMI and Chinese reading（Chinese character recognition) were found in both children at 6th grade and normal adults but not in children at 3`d grade. The scores of VMI test also could significantly explain the variance in Chinese reading in children at 6th grade and adults. Likewise, digit rapid naming speed correlated to VMI ability in these two groups. VMI ability also was correlated with reaction time of orthographic awareness in adults. The scores of VMI and Chinese reading in children with DD were significantly lower than age-matched children. Chinese children with dyslexia had deficits in visual-motor integration and Chinese reading. It revealed, in one aspect, the relationship between Chinese reading and VMI.
(2) The fMRI results showed that, during visual-motor integration task, the activation of left the posterior parietal cortex (PPC) was correlated with Chinese reading in normal children and the activation of bilateral PPC were correlated with Chinese reading in normal adults. Additionally, right posterior cerebellum in normal children was activated by VMI task and was correlated with Chinese reading. Children with dyslexia showed a decreased activation in the left premotor area and bilateral cerebellum. And reading fluency was correlated with activations in these areas in children with dyslexia and age-matched controls. It suggested that PPC, premotor area and cerebellum played an important role connecting with visual-motor integration and Chinese reading.
(3) The intervention research found that reading fluency in training group was significantly improved. But reading fluency showed no significant change in dyslexic control and normal control group. Phonological awareness and digit rapid naming was also improved in training group.
In summary, the relationship between VMI and Chinese reading became stable by growing with age and this relationship would persist until to adult stage. The PPC, cerebellum and premotor area were the main brain areas connecting visual-motor integration and Chinese reading. The difference was that normal children depended on left PPC but normal adults depended on bilateral PPC. Moreover, intervention based on visual-motor integration could effectively improve reading ability of Chinese children with dyslexia. This study revealed the relationship between visual-motor integration and Chinese reading and how it developed. This study also provided a reference for understanding the development of Chinese reading and the mechanism of Chinese dyslexia.
|孟泽龙. 视觉 --运动整合能力和汉字阅读的关系研究[D]. 中国科学院心理研究所. 中国科学院心理研究所,2020.|
|Files in This Item:|
|孟泽龙-博士学位论文.pdf（5413KB）||学位论文||限制开放||CC BY-NC-SA||Application Full Text|
|Recommend this item|
|Export to Endnote|
|Similar articles in Google Scholar|
|Similar articles in Baidu academic|
|Similar articles in Bing Scholar|
Items in the repository are protected by copyright, with all rights reserved, unless otherwise indicated.