【摘要】 目的了解阅读障碍儿童的早期认知缺陷,以及鉴别阅读障碍儿童的主要认知因素。方法采用整群随机抽样方法,抽取武汉市某小学3～6年级58名小学生为研究对象,其中汉语阅读障碍和正常儿童各29名,对其分别进行6项认知能力测试。采用协方差分析和判别分析比较2组在6项认知能力之间的差异。结果障碍组儿童在认知能力中语素意识(15.76±2.47)分、快速命名(2.48±0.56)分、工作记忆(6.08±3.36)分、语音短时记忆(6.03±1.21)分、语音意识(19.24±6.14)分均低于对照组,差异有统计学意义(P<0.01)。有3项认知因素进入判别方程,标准化判别函数为:Y=0.595×语音短时记忆+0.582×工作记忆+0.520×语音意识。结论阅读障碍儿童至少存在语音意识、快速命名能力、语音短时记忆广度、工作记忆广度、语素意识5项认知缺陷,其中语音意识障碍为最主要的认知缺陷。语音意识、语音短时记忆和工作记忆为可作为早期鉴别阅读障碍的因素。更多还原

【Abstract】 Objective To explore early cognitive deficits and clarify the main cognitive effects among children with dyslexia.Methods A cluster random sampling method was used to select 58 children from Grade 3-6 in a primary school in Wuhan.Among them there were 29 dyslexic children and 29 children without dyslexia.Each of them received six kinds of cognitive tests respectively.Analysis of covariance and discriminant analysis were used for data analysis.Results The scores of cognitive tests in the dyslexia group were lower in morphological awareness(15.76±2.47),naming speed(2.48±0.56),working memory(6.08±3.36),phonological short-term memory(6.03±1.21)and phonological awareness(19.24±6.14)than that in control group,and the differences were significantly(P<0.01).Three cognitive effects were selected into the discriminant equation,and the standardized discriminant function was Y=0.595×speech short-term memory+0.582×working memory + 0.520×phonological awareness.Conclusion There were five cognitive deficits existing in dyslexia children including morphological awareness,naming speeding,working memory,speech short-term memory and phonological awareness.The phonological awareness was the most important.The phonological awareness,speech short-term memory and working memory could be used as the early identification effects of dyslexia.更多还原