| 其他摘要 | The intervention of dyslexia has long been a concern.More and more studies have shown that Chinese dyslexic children have language, visual and memory defects at the same time. However, the current intervention research on Chinese dyslexic mainly focuses on the training of individual abilities such as language, memory and reading. The comprehensive intervention is few, and mainly based on theoretical discussion, and the value of practical popularization is limited. Before the only individual comprehensive training, there are not enough subjects, less effectiveness evaluation indicators and so on. The purpose of this study is to investigate the intervention effect of the comprehensive training program on Chinese dyslexic children more rigorously, using a larger number of subjects and systematic evaluation indicators. For the first time, the imagery training of non-verbal materials was introduced into the domestic intervention study of dyslexic children, which combined with a comprehensive intervention program including language training, memory training and imagery training to provide effective programs and empirical research support for grass-roots schools to carry out such intervention activities.In this study ,43 children with Chinese dyslexia in grades 3-5 of Shenzhen were selected. The subjects were randomly divided into experimental group and control group according to the screening results. The students in the experimental group were given comprehensive training (language training, memory training and imagery training) for a period of two months. memory, language, and other basic cognitive abilities were assessed in all experimental and control groups before and after the intervention.The results showed that, first, the four indexes of memory ability (listening test, reading test, graphic recognition and operation breadth) showed that there was significant interaction between listening test scores, but not in reading test, graphic recognition and operation breadth task. Further paired samples t test and effect quantity showed that the scores of listening and recording test, graphic recognition and operation span task of the two groups were significantly improved in the post-test, but the intervention group was more improved in the post-test. The scores of listening test significantly improved the ability of speech processing in children with dyslexia hearing channel.The reading level did not improve significantly, which indicated that the short-term intensive comprehensive training had not changed the coding and conversion ability of the phonetic or phonetic meaning of the children with dyslexia, suggesting that the speech memory ability of the visual channel of the children with dyslexia was poor.Second, the results of the three indexes (syntactic knowledge test, reading fluency test and language achievement) to evaluate language competence show that the interaction of the three indexes is not significant. However, the results of paired sample t test and effect quantity showed that the post-test scores of intervention group were significantly higher than those of pretest, but there was no significant difference in control group. It is suggested that the syntactic knowledge and comprehensive Chinese ability of intervention group have a tendency to improve after intervention. This study did not directly train the comprehensive Chinese ability, so the improvement of Chinese ability showed that the comprehensive intervention of this study had a better migration effect. Reading fluency did not improve significantly after intervention. Reading fluency is the same as reading test, and it also needs the coding conversion of phonetic meaning or meaning. Neither of them has been significantly improved after intervention, which further supports that children with reading disorders do have serious visual processing defects.To sum up, children with dyslexia do have serious defects and poor plasticity in speech processing of visual channels, but other aspects have better plasticity (such as speech processing ability of auditory channels, non-verbal processing ability of visual channels), and direct individual training on speech processing ability of severely damaged visual channels may have poor intervention effects, while comprehensive intervention programs targeting multifaceted abilities (especially better auditory channels and partial visual channel processing ability) may promote the comprehensive language ability of children with dyslexia by improving the level of listening, In grass-roots schools have better promotion value. |
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