【作者】 刘娟； 王莹；

【Author】 Juan Liu;Ying Wang;Department of Psychology, Tsinghua University;

【机构】 清华大学心理学系；

【摘要】 阅读能够有效提高孤独症儿童的独立性,增加社交词汇量,扩大兴趣范围,并让他们更好地理解和参与社会活动。以往关于孤独症儿童阅读能力水平的研究表明其阅读技能发展存在很大的异质性。为了解中文孤独症儿童的阅读能力发展特征及其影响因素,本研究对157名3-11岁的孤独症儿童(M=6.68,SD=1.54)的中文阅读能力以及与阅读相关的语言和认知技能进行测查。研究结果发现,孤独症儿童的中文阅读能力发展存在4种类别:第1类"善读者"(N=33)表现为字词解码及相关的语言和认知技能均表现良好;第2类"善解码者"(N=61)表现为字词解码能力、语音意识和语素意识较好,但语言理解相对较弱;第3类"弱解码者"(N=43)表现为字词解码能力较弱,语言理解处于平均水平;第4类"弱读者"(N=20)表现为字词解码及相关的语言和认知技能上均表现较弱。尤其值得注意的是,"善解码者"和"弱解码者"在阅读技能的发展上存在能力间的不平衡状态。研究进一步分析了不同类别下影响孤独症儿童阅读能力的关键因素,结果显示:在控制年龄和非言语智力后,正字法意识能够显著预测第1类孤独症儿童词汇阅读,语素结构意识显著预测第2类孤独症儿童的的词汇阅读能力,第3类孤独症儿童的词汇阅读无显著预测因素,而语音意识是第4类孤独症儿童词汇阅读的唯一显著预测因素。本研究清晰地识别出孤独症儿童在中文阅读发展上呈现四种不同的类别,并且在字词解码、语言理解和与阅读相关的能力上表现出不平衡的发展特征。对于不同阅读能力特征的孤独症儿童,其阅读能力的影响因素存在差异。这些发现有助于深入了解影响孤独症儿童的阅读发展的特异性因素,进而提供对不同孤独症亚群体更有针对性的早期阅读干预。更多还原

【Abstract】 Literacy provides a whole world of possibilities and greater understanding. Better reading skills could improve autistic children’s independence, increase vocabulary for social communication, expand interests, and also allow them greater understanding and participation in society. This study aims to identify the profiles of autistic children’s reading ability and examine the variability in cognitive and linguistic skills among different profiles. 157 children with autism spectrum disorder(ASD) aged 3-11(M = 6.68, SD = 1.54) were tested on Chinese reading ability and reading-related language and cognitive skills. Results showed that there were four reading profiles among Chinese ASD children: Profile 1 "good reader"(N = 33) performed well in all reading skills; Profile 2 "good decoder"(N = 61) showed intact word decoding ability, but relatively weak language comprehension; Profile 3 "poor decoder"(N = 43) performed weak in word decoding, but their language comprehension was at the average level;Profile 4 "poor reader"(N = 20) performed poor in all the skills. It is worth noting that there was an imbalance in the development of reading skills in Profile 2 and Profile 3. Further analyzed showed different key factors affecting the reading ability of ASD children under different profiles. Specifically, after controlling age and nonverbal intelligence,orthographic awareness significantly predicted word reading in Profile 1; morphological awareness significantly predicted word reading in Profile 2; In Profile 3, nothing significantly predicted word reading ability, and phonological awareness emerged as the only predictor of word reading in Profile 4.The findings clearly identified four different Chinese reading profiles in children with ASD, and further demonstrated reading imbalance in word decoding, language comprehension, and reading-related abilities. It is valuable for clinicians and educators to be able to understand children with ASD could be categorized into different profiles before examining the influencing factors so that more targeted intervention can be implemented.更多还原