当前阅读障碍诊断的困惑和出路——对现行阅读障碍差异诊断模式的反思

在阅读障碍的诊断领域,基于IQ的差异诊断模式是目前最主要的诊断方法,但各国的许多研究者对此提出了越来越多的异议。本文系统总结了近几十年国内外学者对该模式的研究成果,并试图探讨和解决以下几个问题(1)差异模式的基本内涵;(2)差异模式的主要问题和缺陷;(3)阅读障碍诊断领域的最新研究进展及其对我国阅读障碍诊断的启示。     

阅读障碍与数学学习障碍共生现象的研究

“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。     

发展性阅读障碍研究综述

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。     

如何克服初中学生在语文阅读上的障碍

阅读障碍是初中学生语文学习过程中出现的普遍性问题。本文从主客观两个方面，系统地分析了语文阅读障碍的成因，并从几个方面探讨了克服初中生语文阅读障碍的措施。     

阅读障碍干预：基于辅助技术的视角

阅读障碍是一种具有神经生物学基础的特殊类型的学习障碍，伴有多种认知缺陷并存在不同的亚型。作为阅读信息的呈现技术、阅读教学的辅助手段和阅读加工的认知工具，辅助技术在阅读障碍干预中的应用经历了初步介入期、以计算机软件为主的干预期和以移动应用程序为主的干预期三个阶段，形成了基于不同理论体系的多种干预模式，大致分为语言学干预模式和认知加工能力干预模式，都取得了较为显著的成效。未来仍需要多领域、多学科研究者联合攻关，助推阅读障碍个性化干预的发展，同时配套辅助技术服务，进一步实现辅助技术与课堂教学的整合。     

汉语发展性阅读障碍的语素意识缺陷研究

在汉语发展性阅读障碍研究领域,研究者越来越关注语素意识。而语素意识缺陷是否为汉语阅读障碍的核心缺陷,这一争论到目前尚未有定论。不过,语素意识在汉语阅读中确实有着非常重要的作用。本文通过查阅各种文献,对汉语发展性阅读障碍的语素意识缺陷研究做了一个梳理。     

阅读流畅性及其与阅读障碍关系的研究进展

近年来,阅读流畅性研究在阅读及阅读障碍研究领域受到广泛关注.文章首先对阅读流畅性的内涵及结构成分进行了梳理,接着探讨了阅读流畅性与阅读理解关系的理论模型.并在此基础上,对阅读障碍领域的阅读流畅性研究进行了分析,探讨了阅读流畅性在阅读障碍的预测、评估及干预中的作用.最后提出汉语阅读障碍中阅读流畅性的研究将有 助于相关研究的深入.     

阅读障碍与视觉加工关系的研究综述

阅读与视觉加工的关系十分密切。许多研究表明,阅读障碍儿童存在视觉加工问题。本文作者对阅读障碍与视觉加工关系的相关研究进行了分析,并在此基础上提出了自己的观点。     

发展性阅读障碍的脑机制研究进展

文章从脑功能与脑结构两方面介绍了发展性阅读障碍的脑机制研究.研究发现阅读障碍者左半球背侧通路与腹侧通路激活不足,右侧相应脑区出现代偿性激活;在脑结构方面,阅读障碍者左侧语言区白质和灰质的微结构异常.此外,简要介绍了汉语阅读障碍的脑机制研究.在此基础上,分两个方面分析了该领域的最新进展:功能整合研究和训练干预研究.最后提出了当前研究的局限及有待进一步解决的问题.     

发展性阅读障碍的脑机制研究

阅读障碍是指词汇加工能力受损;而发展性阅读障碍是个体成长中出现的阅读障碍。一般从认知角度和生理基础角度出发研究阅读障碍的成因。通过对生理基础取向研究的回顾我们发现,发展性阅读障碍者阅读过程中的障碍存在脑部机能缺陷,主要包括脑电异常和脑功能异常。未来的研究应更加关注阅读障碍的定义,使之明确化;研究方法和手段要多元化;要开展多学科合作研究。     

发展性阅读障碍的筛选标准

对发展性阅读障碍研究的回顾发现,不同研究之间在发展性阅读障碍的筛选标准上存在很大差异。不同研究者使用的发展性阅读障碍筛选标准主要包括:基于排除式定义的筛选标准、基于PASS理论的筛选标准、基于听力理解——阅读理解差异的筛选标准、基于语音意识的筛选标准和基于教育矫治效果的筛选标准。本文分析了这些筛选标准存在的不足,并提出了未来研究筛选标准的取向。     

Tarzan helps to find dyslexics: a pseudo‐word test

A pseudo‐word test called Tarzan will be presented and standard scores for high school‐aged students between 16 and 18 will be suggested. The test uses E. R. Burroughs' text, in which pseudo‐words are added in order to study phonological coding and, through that, possible dyslexia. Girls performed better on the test and their scores correlated well with existing standardised tests. The test is easy and quick to perform and can be a tool for teachers when diagnosing reading problems. However, it cannot be used alone; several and diverse tests are needed.     

Coexisting problem behaviour in severe dyslexia

A small group of children and young adolescent with dyslexia has severely impaired reading skills despite prolonged special education. These are the students in focus. In dyslexia, problem behaviour, internalised as well as externalised, has previously been reported, so also for the participants with dyslexia in this study. The aim of the present study was to obtain more in‐depth knowledge of the behaviour problems from various informants, representing different settings. This kind of information is imperative for identifying problem behaviour, and for planning and implementing remedial programmes. A clinical group of 70 students with severe dyslexia, due to phonological problems, and a control group of 70 without reading problems participated. The two groups were pair‐wise matched on age, gender, cognitive level and whether they lived in rural or urban areas. Mean age was 150 months, and mean IQ was approximately 100 in both groups. Parents, teachers and participants provided information on behaviour through the Achenbach questionnaires Child Behavior Checklist, Teacher's Report Form and Youth Self Report. Behaviour is, in these questionnaires, divided into eight syndrome areas called Withdrawn, Somatic Complaints, Anxious/Depressed, Social Problems, Thought Problems, Attention Problems, Delinquent Behavior and Aggressive Behavior. The three informant groups reported significantly more problems in the dyslexia group than in the controls in all the syndrome areas. Parents reported more children with dyslexia to be anxious and depressed, and have social problems and attention problems than teachers. They also reported suicidal ideations in nine participants with dyslexia. In addition, parents rated more internalising and total problems in the dyslexia group than teachers.     

发展性阅读障碍的神经机制及其对第二语言学习的影响

研究表明拼音文字系统的发展性阅读障碍者与以中文为代表的表意文字系统的发展性阅读障碍者在阅读过程中大脑的激活部位存在差异。关于母语阅读障碍儿童对第二语言学习的影响是近年来发展性阅读障碍研究的热点。双语发展性阅读障碍的理论假设主要有两种语言相互依赖假设和正字法依赖假设。前者认为母语的阅读障碍可以自动迁移到第二语言的学习中;后者认为母语的阅读障碍是否会迁移到第二语言的学习中,要依赖两种语言的正字法特征。我们认为这两种理论不是相互矛盾的,阅读障碍是否会同时出现在两种语言中可能取决于这两种语言是否共用了相同的有缺陷的神经系统。     

美国文语转换对阅读困难儿童教育干预的研究

辅助技术是帮助学习困难儿童弥补各种学业困难的方法之一。实验研究表明,文语转换技术能克服阅读困难儿童的解码、识词等障碍,让他们能流畅阅读,进而达到词汇/语言表达、理解/高级思维能力。文语转换技术还能增强学生阅读的动机,体验更多的成功。这些成果,对我国开展运用计算机技术干预儿童阅读困难的理论研究与实践提供了借鉴。     

Spelling difficulties in Spanish-speaking children with dyslexia / Dificultades de escritura en niños españoles con dislexia

In addition to reading difficulties, a significant proportion of developmental dyslexics have spelling problems, which persist into adulthood. Studies carried out in languages with opaque orthographies have found that dyslexics frequently make phonological substitutions when spelling and have difficulties in developing orthographic representations of irregular words. Those errors seem to derive from an excessive use of phonological codes when writing. Minimal research in Spanish (relatively transparent orthography) about the relationship between dyslexia and spelling difficulties has been carried out to date. In this study, 19 Spanish-speaking developmental dyslexics (from 7 to 11 years old) and 28 controls (from 6 to 11 years old, distributed in two groups, one matched for age and the other for reading level with the dyslexics) performed a dictation task of 80 stimuli with different levels of orthographic consistency, in order to discover the codes they use in the writing process. Results showed that Spanish children with dyslexia made significantly more spelling errors, especially among the ruled and irregular words. These findings are consistent with the idea that these children have difficulties in developing orthographic representations and use phonological codes more frequently than non-dyslexics, resulting in phonologically plausible errors when writing irregular words. These results have important implications for the treatment of spelling difficulties in children with dyslexia, highlighting the need to focus on the correct acquisition of grapheme-phoneme conversion rules as well as the development of appropriate orthographic representations.     

Gender differences in the severity of adult familial dyslexia

Thirty seven adults with a three generation family history of dyslexia and a strong personal history of reading/spelling problems were administered a psychoeducational battery to confirm the diagnosis of dyslexia. Males were not disproportionately represented in the dyslexic sample although they exhibited a more severe profile of reading impairment relative to females. Severity of dyslexia is discussed as a possible mechanism of the reported higher prevalence of dyslexia among males.     

A Case Study of Unfounded Concepts Underpinning Controversial Practices: Lost in “Space Dyslexia”

Although many are critical of the uptake of unproven practices by teachers and families in their search for treatment for children with reading difficulties, there has been little examination of the specific conditions that persuade teachers and families to adopt such practices. This article traces the emergence and evolution of a particular meme, space dyslexia, and related memes. The space dyslexia meme is shown to be an unfounded concept, but one that has proved attractive to the popular media and presumably to those seeking alternative treatments.