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发展性阅读障碍是阅读障碍的亚类型。目前,关于发展性阅读障碍主要有语音缺陷理论、大细胞缺陷理论和小脑缺陷理论三种理论分析。随着认知神经科学的发展,研究者们采用各种手段对这三种理论进行了一系列研究,深化了对发展性阅读障碍的认识。 相似文献
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本文主要从理论与实践两方面对基于阅读成分理论的阅读障碍"成分模型"的理论基础、检测及亚类型鉴定操作原理以及可行性和有效性进行详细阐释;同时简要分析了汉语阅读过程潜在成分及其性质以及"成分模型"在汉语阅读障碍检测中可行性探究,旨在为汉语阅读障碍检测及亚类型鉴定提供一个基于阅读成分理论,以干预为导向,科学合理、简便易施的理论模型,以避免单一采用"差异模型"进行阅读障碍检测的弊端以及我国阅读障碍检测及亚类型鉴定方面存在的混乱现象,促使汉语阅读障碍检测及亚类型鉴定朝着更加科学化的方向前进. 相似文献
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当代阅读困难儿童认知加工过程研究的热点 总被引：5，自引：0，他引：5
语音意识、视觉空间认知、工作记忆和元认知与阅读障碍的关系的研究 ,目前已成为西方国家从心理语言学和认知心理学角度对阅读障碍问题研究的热点。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。这些成果也启发了国内研究者从多角度、深层次地对阅读障碍问题的研究。 相似文献
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目前国内发展性阅读障碍研究取得较大进展,本文从筛选标准、亚类型鉴定、认知缺陷、认知神经机制、教育干预五个方面对发展性阅读障碍文献进行了分析,建议今后从拓展研究领域、加强诊断标准的规范化、增强跨文化比较研究和完善实验操作四个方面来进一步加强对发展性阅读障碍的研究。 相似文献
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“共生”是学习障碍研究领域近期提出的一个新概念,其中阅读障碍与数学学习障碍共生现象在学习障碍领域存在尤为普遍,近年来研究者对阅读障碍与数学学习障碍共生现象的诊断和发生率、表现特征、产生原因等方面进行了研究,并取得了较大进展。然而对阅读障碍与数学学习障碍共生现象还有许多问题有待研究。 相似文献
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汉语阅读障碍儿童识字状况测验的编制 总被引：1，自引：0，他引：1
本研究编制了一套汉语阅读障碍儿童识字状况测验(CCLD)。CCLD测验既可以静态地反映儿童当前的识字总量,又可以动态地反映儿童的识字能力,对阅读障碍的诊断具有辅助作用。研究一将CCLD测验在113名3-5年级普通小学生群体中进行了试测,结果表明它具有良好的信度、效度、难度和区分度指标。研究二通过在3名阅读水平落后儿童中的试测,发现该测验能有效地区分阅读障碍引起的识字问题与非阅读障碍原因导致的识字问题。 相似文献
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发展性阅读障碍一直是教育学和心理学关注的热点,但阅读作为一种逐步习得的技能,很少有研究者从学习能力的视角出发,探索技能随着时间和练习而发展变化的历程.文章在回顾了阅读障碍研究的理论框架之后,从学习的角度,阐述了配对联想学习能力与阅读之间的关系,分析了语言特异性学习能力缺陷及其与语音缺陷之间的关系,介绍了汉语阅读障碍的学习能力研究现状,为今后的理论研究和训练矫治提供了一个新视角. 相似文献
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The majority of work on the double-deficit hypothesis (DDH) of dyslexia has been done at the letter and word levels of reading. Key research questions addressed in this study are (a) do readers with different subtypes of dyslexia display differences in fluency at particular reading levels (e.g., letter, word, and connected text)? and (b) do children with dyslexia identified by either low-achievement or ability-achievement discrepancy criteria show similar differences when classified by the DDH? To address these questions, the authors assessed a sample of 158 children with severe reading impairments in second and third grades on an extensive battery and classified them into three reader subtypes using the DDH. The results demonstrated that the three DDH subtypes exhibited differences in fluency at different levels of reading (letter, word, and connected text), underscoring the separate reading profiles of these subtypes and the different possible routes to dysfluency in reading disabilities. Furthermore, the results suggest that the different patterns among DDH subtypes are primarily driven by the ability-achievement discrepancy group. The implications of these findings are discussed for intervention, reading theory, and a more refined understanding of heterogeneity. 相似文献
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Torppa M Tolvanen A Poikkeus AM Eklund K Lerkkanen MK Leskinen E Lyytinen H 《Annals of dyslexia》2007,57(1):3-32
The present findings are drawn from the Jyv?skyl? Longitudinal Study of Dyslexia (JLD), in which approximately 100 children with familial risk of dyslexia and 100 control children have been followed from birth. In this paper we report data on the reading development of the JLD children and their classmates, a total of 1,750 children from four measurement points during the first two school years. In the total sample, we examined whether heterogeneous developmental paths can be identified based on profiles of word recognition and reading comprehension. Secondly, we studied what kind of early language and literacy skill profiles and reading experiences characterize the children with differing reading development in the follow-up sample. The mixture modeling procedure resulted in five subtypes: (1) poor readers, (2) slow decoders, (3) poor comprehenders, (4) average readers, and (5) good readers. The children with familial risk for dyslexia performed on average at a lower level in all reading tasks than both their classmates and the controls, and they were overrepresented in slow decoders subtype. Differences between the subtypes were found in the early language and literacy skill development, as well as in the reading experiences of the reading subtypes. 相似文献
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The prevalence of phonological and surface dyslexia subtypes among Swedish university students with dyslexia (n = 40) was examined using both the regression method, developed by Castles and Coltheart, and latent profile analysis. When an academic‐level control group was used as a reference group in a regression, eight students with phonological dyslexia and 15 students with surface dyslexia were identified. In contrast, 17 students with phonological dyslexia and two students with surface dyslexia were identified when the subtypes were defined by reference to a reading‐level control group, indicating a deviant profile among the students with phonological dyslexia and delayed development among those with surface dyslexia. The latent profile analysis was based on five phonological and four orthographic tasks. Seven profiles were obtained, of which none exhibited deficits in orthographic but not in phonological skills or vice versa. Thus, the analysis further supported the phonological deficit hypothesis of dyslexia. 相似文献
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Most research on dyslexia to date has focused on early childhood, while comparatively little is known about the nature of dyslexia in adolescence. The current study had two objectives. The first was to investigate the relative contributions of several cognitive and linguistic factors to connected‐text oral reading fluency in a sample of adolescents with dyslexia (n = 77). The second was to test the hypothesis that the effect of verbal working memory on connected‐text oral reading fluency is moderated by word‐level skills and/or vocabulary knowledge. The results suggest that many deficits associated with childhood dyslexia remain prominent in adolescence, but the nature of the relationships between key cognitive and linguistic predictors (i.e., word‐level reading, vocabulary, verbal working memory) and reading fluency appear to be different in adolescence. For example, while word‐level skills remain a significant predictor, the strength of the effect is relatively weak. In contrast, the data support an increased role for vocabulary and verbal working memory, including an interaction between these factors. The presence of an interaction can be interpreted as evidence that the influence of verbal working memory on connected‐text oral reading fluency in adolescents with dyslexia depends on individual differences in vocabulary knowledge. These results offer support for the changing nature of dyslexia across development, and suggest that researchers should study dyslexia in adolescents on its own terms, rather than treating it as an extension of reading problems in early childhood. 相似文献
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In this study, 123 children with a diagnosis of developmental dyslexia were assigned to different treatment groups, either variations of Bakker's intervention program based on the balance model or a control, a specific reading training group. Thorough cognitive and neuropsychological assessment allowed determination of the subtype of dyslexia according to the balance model and the neuropsychological profile with respect to reading and spelling abilities, verbal memory, and phonemic awareness. Characteristics of hemisphere-specific stimulation were systematically manipulated in an effort to shed light on the bases and mechanisms of reading improvement. It was shown that the effects of treatment vary according to type of dyslexia and that the different intervention programs have differential effects on reading-related neuropsychological functions. Since opposite effects can be produced by the same type of treatment in different dyslexia subtypes, the results of the study suggest that accurate classification of subtype on the base of reading and reading-related variables is advantageous for an optimal planning of the therapy. 相似文献
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发展性阅读障碍一直是心理学家关注的重要领域。国外研究者基于认知和生物因素提出了关于发展性阅读障碍的语音缺陷、小脑缺陷、一般性大细胞功能障碍等理论,并考察了患者的眼动特征,提出了有效的诊治方法。汉语发展性阅读障碍研究主要局限在语音和正字法领域,也涉及局部脑区的功能缺陷,但还未从多角度测查其成因,如眼动。该文在理论梳理的基础上,系统探讨了发展性阅读障碍患者的眼动特征及机制。 相似文献
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The major findings of several research projects that investigated dyslexic college students are summarized in this paper.
Consistent findings of these investigations led to the following conclusions. 1) Developmental dyslexia is a syndrome made
up of the following four symptoms: slow rate of reading, error-prone oral reading, poor written spelling, and grammatically
incorrect writing; 2) all these symptoms could be traced to a poor mastery of the grapheme-phoneme relational rules; 3) developmental
dyslexia can be found in subjects who appear to have adequate oral language skills; 4) ex-dyslexics who appear to be “poor
spellers but good readers” have subtle reading deficits; and 5) the 20 dyslexic subjects investigated appear to constitute
a homogeneous group which raises questions regarding dyslexia subtypes. 相似文献