汉语发展性阅读障碍亚类型的初步探讨  

A Preliminary Study Subtypes of Chinese Developmental Dyslexia

作　　者：刘文理[1] 刘翔平[2] 张婧乔[2] 

机构地区：[1]中国科学院心理研究所 [2]北京师范大学心理学院,北京100875

出　　处：《心理学报》2006年第5期681-693,共13页Acta Psychologica Sinica

基　　金：国家社会科学基金项目(06BYY021);教育部博士点基金资助项目(01JBXLXOO4);全国教育规划教育部重点课题(DBB030239)

摘　　要：以阅读水平匹配组为参照对29名汉语发展性阅读障碍儿童的认知缺陷模式进行了分析,并考察了不同亚类型阅读障碍儿童的汉字识别模式。结果表明汉语发展性阅读障碍存在不同的亚类型,以语音缺陷型、快速命名缺陷型及两者结合的双重缺陷型为主,与英语国家研究中的双重缺陷假设一致。语音缺陷型儿童汉字识别时有更多的语义错误,对声旁中的部分语音线索不敏感;快速命名缺陷型儿童汉字识别时依赖声旁语音线索,表现出阅读发展的一般延迟;双重或多重认知缺陷型是阅读损伤最严重的亚类型。The phonological processing deficit is the major cognitive impairment of developmental dyslexia in alphabetic countries. Some researchers have suggested that there are different subtypes in dyslexia, such as surface or delayed dyslexia and dyslexia with rapid naming deficit. Chinese characters belong to ideogram, with one character usually denoting one morpheme ; they do not bear a grapheme-phoneme correspondence. An important question for developmental researchers is what the dominating cognitive deficit is in Chinese developmental dyslexia. Researchers in Hong Kong found that the rapid naming deficit and orthographical skills deficit were the primary cognitive deficits, and there was lower incidence with phonological deficit. However, researchers in Beijing found that Chinese developmental dyslexics mainly possessed morphological awareness deficit. One possible cause of the inconsistency was that the analysis of subtypes in the studies was based on chronological-age controls, which might make the direction of causality unclear between some cognitive deficits and dyslexia because the cognitive skills and reading abilities usually contained interactive relations. In the present study, we intended to further examine the subtypes of Chinese developmental dyslexia, in order to clarify the cognitive deficit profile in Chinese dyslexia. According to the low achievement definition, we selected 29 dyslexics from 654 children aged 9 - 12. 8 years, and comparison groups with appropriate chronological-age （26） and reading-levels （28）. Five reading-related cognitive skills were examined, including phonological awareness, rapid automatic naming, morphological awareness, orthographic skills and homophone choice task. Adopting one standard deviation cutoff criterion for every variable based on scores of reading- level controls, we explored the cognitive deficit profile of 29 Chinese developmental dyslexics. Finally Chinese character recognition test was administered in order to investigate whether the chi

关 键 词：发展性阅读障碍 亚类型 语音缺陷 快速命名缺陷 汉字识别 

分 类 号：B842[哲学宗教—基础心理学]