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文章从心理语言学和认知心理学的角度从四个方面概述了英语发展性阅读障碍研究.其中语音意识障碍被视为是阅读障碍的主要原因;视觉空间认知被视为不可忽视的因素;而工作记忆障碍和元认知障碍则是预测阅读障碍的有效指标. 相似文献
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发展性阅读障碍是高职英语教学中常见的学习障碍,语音障碍、视觉注意困难和快速命名障碍等都能导致阅读障碍。为解决学生的阅读障碍问题,教师应训练学生的语音意识、词素意识和阅读策略。 相似文献
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高超 《中小学心理健康教育》2016,(7):4-6
阅读障碍作为一种常见的学习障碍,正在得到越来越多研究者的关注。主流观点认为,阅读障碍的核心缺陷是工作记忆中语音环的受损。但近年来,也有一些学者从视空工作记忆的角度对阅读障碍进行了研究,提出了阅读障碍存在着视空工作记忆方面的缺陷,但对于这方面的研究目前还没有一个比较统一的观点,有待进一步研究继续探索新的解释思路。 相似文献
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张人 《当代教育理论与实践》2014,(6):93-95
发展性阅读障碍是一种常见的学习障碍,一直受到各相关学科的重视。现有研究发现,语音障碍、视觉注意困难和快速命名障碍等都可能导致阅读障碍,一些相应的语言与非语言干预措施也被开发出来。当前阅读障碍研究尚有许多困惑,但仍对我国的英语阅读教学具有启迪意义。 相似文献
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当前汉语发展性阅读障碍儿童的干预特征为多感官语言干预、基础认知能力干预和神经调控干预等新技术新思路的综合应用。基于活动和教具的多感官语言干预能够弥补汉语阅读障碍儿童信息获取和编码等缺陷，巩固记忆效果。基础认知能力干预主要针对汉语阅读障碍儿童的工作记忆缺陷和视听知觉缺陷。工作记忆训练有助于提高视空间、语音、中央执行任务以及阅读任务的表现，知觉干预通过训练视听觉综合能力来提高阅读障碍儿童的知觉水平和阅读能力。神经反馈训练和经颅直流电刺激等神经干预方法有望从根本上提升阅读障碍者的阅读能力。未来的干预研究需要进一步依托人工智能技术开发个性化干预平台，同时通过完善神经调控技术挖掘汉语相关的生物标志物。 相似文献
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黄曼冰 《桂林师范高等专科学校学报》2015,(1):140-143
工作记忆是指一种执行认知任务时对信息进行暂时加工、贮存的能量有限的记忆系统。工作记忆模型大致经历了三个阶段:第一阶段是由中央执行系统、语音环和视觉空间模板组成的最初的工作记忆三成分模型;第二阶段是工作记忆三成分模型的发展;第三阶段是有新增的系统——情景缓冲器加入的工作记忆四成分模型。 相似文献
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本文对拼音文字体系的发展性阅读障碍儿童的语音意识研究进行了总结,在此基础上针对汉语发展性阅读障碍儿童语音意识的研究进行分析,归纳.汉语阅读障碍儿童语音意识研究的被试取样、筛查标准、测验方法存在问题,导致语音意识的研究结论差异比较大.最后,探讨了汉语的特异性,语音意识研究应该切合汉语的特点,在被试取样、筛查标准、测验内容等方面规范该领域的研究. 相似文献
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Specific impairment in developmental reading disabilities: a working memory approach 总被引：6，自引：0，他引：6
Children with developmental reading disabilities (RD) frequently display impaired working memory functioning. However, research has been divergent regarding the characteristics of the deficit. Our investigation addressed this controversy by assessing Baddeley's working memory model as a whole rather than focusing on particular aspects of it, as has been done by much of the research to date. Participants included 20 children with RD and 20 typical readers between the ages of 9 and 13. The phonological loop, visual-spatial sketchpad, and central executive were assessed according to Baddeley's model. The results demonstrated that children with RD have an impaired phonological loop but intact visual-spatial sketchpad and central executive functioning as compared to controls. In terms of the phonological loop, the deficit appears to be specific to the phonological store. Furthermore, our research supports a relationship between phonological processing and phonological loop functioning. 相似文献
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Tractenberg RE 《Journal of learning disabilities》2002,35(5):407-424
Reading-related skills were tested in adults with and without reading disabilities (RD) and adults with profound hearing impairment (PHI) who did not differ on average Performance IQ. The RD group and the PHI group both demonstrated levels of phonological awareness lower than the control group's, but only the RD group also exhibited deficits in other skills, including verbal short-term memory, morphological awareness, speeded written naming, and reading comprehension. The average reading level of the PHI group was significantly higher than that of the RD group. Three control group members also demonstrated limited phonological awareness without other deficits in a pilot study, performing similarly to the PHI group. The results support other studies suggesting that processes dependent on memory, not solely phonological awareness, may contribute to determining reading achievement. 相似文献
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The aim of the two studies presented in this article was to examine working memory performance in Dutch children with various subtypes of learning disabilities. The performance of children with reading disabilities (RD) was compared to that of children with arithmetic disabilities (AD), children with both reading and arithmetic disabilities (RAD), and chronological age-matched controls (CA). Measures covered the phonological loop, the visuospatial sketchpad, and the central executive. In both studies, the children with RD showed no working memory deficits whatsoever. Children with AD showed a single impairment on the task tapping working memory for dynamic visual information. Children with RAD performed lower only on the digit span backward task. The failure to replicate the expected working memory deficits in children with reading-related disabilities is discussed. 相似文献
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The purpose of this study was to determine the components of working memory (WM) that underlie less skilled readers' comprehension and word recognition difficulties. Performance of 3 less skilled reading subgroups---children with reading disabilities (RD) in both word recognition and comprehension; children with comprehension deficits only; and children with low verbal IQ, word recognition, and comprehension (poor readers)--was compared to that of skilled readers on WM, short-term memory (STM), processing speed, executive, and phonological processing measures. Ability group comparisons showed that (a) skilled readers outperformed all less skilled readers on measures of WM, updating, and processing speed; (b) children with comprehension deficits only outperformed children with RD on measures of WM, STM, phonological processing, and processing speed; and (c) children with RD outperformed poor readers on WM and phonological processing measures. A hierarchical regression analysis showed that (a) subgroup differences on WM tasks among less skilled readers were moderated by a storage system not specific to phonological skills, and (b) STM and updating contributed significant variance to WM beyond what was contributed by reading group classification. The latter finding suggested that some differences in storage and executive processing emerged between skilled and less skilled readers that were not specific to reading. 相似文献
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Persistence of phonological processing deficits in college students with dyslexia who have age-appropriate reading skills 总被引：7，自引：0，他引：7
This study investigated the phonological processing skills of university students with dyslexia. Fifty-nine students participated in this study: 28 with reading disabilities based on recent psychological assessments and a history of early and persistent reading problems; and 31 controls. The two groups did not differ on estimates of verbal and nonverbal abilities. The dyslexia group performed significantly less well on standardized measures of reading and spelling. However, the dyslexia group scores on these measures fell within the average range. The main dependent variables were subsumed under three areas of phonological processing: phonological awareness, phonological recoding in lexical access, and phonological recoding in working memory. The control group performed significantly better on all phonological processing measures, particularly those measures involving accuracy and response times. Despite age-appropriate performances on standardized reading and spelling measures, phonological processing deficits persisted in the dyslexia group. These findings support the causal role of phonological awareness in the acquisition of reading skills and indicate that differences in phonological processing skills are still evident in a sample of university students with dyslexia compared a group matched on age and education. 相似文献
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Thais Barbosa Monica Carolina Miranda Ruth F. Santos Orlando Francisco A. Bueno 《Reading and writing》2009,22(2):201-218
One of the most usual flaws that lead to literacy disability regards cognitive difficulties and alterations some children
present in the literacy process. Many studies have found alterations in phonological processing, more specifically in phonological
working memory (PWM) and phonological awareness (PA). Therefore, our aim was to identify alterations in skills of phonological
working memory, phonological awareness and language (semantic, syntactic and phonological aspects) of Brazilian children with
literacy disabilities (age 7–8). They were divided into two groups: (1) Group of Normal Literacy (NL); and (2) Group With
Literacy Disabilities (LD). The evaluation comprised tests that assessed general cognitive functions and the skills at stake.
The LD presented a poorer performance than the NL in the skills of PWM, PA and language aspects. The factor analysis showed
that these skills prevailed in differentiating the groups. Thus, children with literacy disabilities presented deficits in
phonological processing and language. These deficits seem to be a result of alterations of the phonological representations
and poor language skills that are prior to the literacy period. Consequently, we believe that the early identification of
these alterations can be very useful for the prevention of future literacy problems. 相似文献
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The purpose of this study was to investigate whether changes in working memory (WM) of children with reading disabilities (RD) were related to a domain-specific or a domain-general system. Based on Daneman and Carpenter's (1980) Sentence Listening Span task, children were subgrouped into a group of high executive processing (high listening span) children without RD, a group of low executive processing (low listening span) children with RD, and a group of children with and without RD matched on executive processing (moderate listening span). Subgroups were compared on phonological, visual-spatial, and semantic WM tasks across initial (no probes or cues), gain (cues that bring performance to an asymptotic level), and maintenance conditions (asymptotic conditions without cues). The results showed that (a) children without RD high in executive processing ability outperformed all other subgroups, (b) the RD subgroup low in executive processing performed poorly relative to all other subgroups across task and memory conditions, (c) children with and without RD matched on executive processing were comparable in WM span and changes in WM for all tasks, and (d) WM performance of children with RD was a strong linear function of the high executive processing group, suggesting that the nature or the specific componential makeup of the tasks are not the main contributors to WM performance. Taken together, the results suggest that a domain-general system may partially contribute to poor WM in children with RD, and that this system may operate independently of their reading deficits. 相似文献
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Carol S. Robinson Bruce M. Menchetti Joseph K. Torgesen 《Learning disabilities research & practice》2002,17(2):81-89
A two‐factor theory is proposed in an attempt to explain the difficulty that children with math disabilities have in mastering the basic number facts. The theory is based on the premise that weak cognitive representations lead to poorer retrieval of information from long‐term memory. Two groups of children with disabilities are discussed: those with math disabilities alone (MD) and those with co‐morbid math and reading disabilities (MD/RD). It is proposed that weak phonological processing abilities underlie the learning difficulties of MD/RD children, and that weak number sense is a causal factor in the math‐fact learning difficulties of MD only and some MD/RD children. 相似文献
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Word recognition and basic cognitive processes among reading-disabled and normal readers in Arabic 总被引：1，自引：0，他引：1
This study investigated word identification inArabic and basic cognitive processes inreading-disabled (RD) and normal readers of thesame chronological age, and in younger normalreaders at the same reading level. The studyfocused on the word identification processes ofphonological decoding and orthographicprocessing and the cognitive processes ofsyntactic and morphological awareness, workingmemory, and visual processing. RD children werecompared with normal readers on a battery oftests developed in Arabic on the basis of thoseavailable in English and Hebrew. The presentresults revealed deficiencies among the RD childrenin phonological decoding, in contrast torelative strengths in orthographic processing. These data were consistent with English-languagefindings. The analysis of basiccognitive processes indicated significantdeficiencies in morphology, working memory, andsyntactic and visual processing, with the mostsevere deficiencies observed for phonologicalawareness. The results are discussed in lightof international RD findings and the nature ofArabic orthography. 相似文献
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This research explored phonological and morphological awareness among Hebrew-speaking adolescents with reading disabilities
(RD) and its effect on reading comprehension beyond phonological and word-reading abilities. Participants included 39 seventh
graders with RD and two matched control groups of normal readers: 40 seventh graders matched for chronological age (CA) and
38 third graders matched for reading age (RA). We assessed phonological awareness, word reading, morphological awareness,
and reading comprehension. Findings indicated that the RD group performed similarly to the RA group on phonological awareness
but lower on phonological decoding. On the decontextualized morphological task, RD functioned on par with RA, whereas in a
contextualized task RD performed above RA but lower than CA. In reading comprehension, RD performed as well as RA. Finally,
results indicated that for normal readers contextual morphological awareness uniquely contributed to reading comprehension
beyond phonological and word-reading abilities, whereas no such unique contribution emerged for the RD group. The absence
of an effect of morphological awareness in predicting reading comprehension was suggested to be related to a different recognition
process employed by RD readers which hinder the ability of these readers to use morphosemantic structures. The lexical quality
hypothesis was proposed as further support to the findings, suggesting that a low quality of lexical representation in RD
students leads to ineffective reading skills and comprehension. Lexical representation is thus critical for both lexical as
well as comprehension abilities. 相似文献