摘要
本文基于阅读障碍认知缺陷亚类型的分类框架,从语言、非语言以及整合的训练3个层面系统回顾了当前国内外公开发表的汉语阅读障碍儿童干预训练的研究成果。总体而言,目前干预研究仍以短期干预为主,且对象主要为小学生,干预效果仍待进一步检验。未来在教育实践中,应当提升干预的针对性、整体性、专业性与多元化。
We systematically review the advances in intervention training studies for Chinese children with dyslexia based on their subtypes in cognitive deficits.The findings were summarized from three aspects:Linguistic,nonlinguistic,and integration training.Overall,current intervention research is still focused on short-term interventions,mainly targeting primary school students,and the effectiveness of interventions still needs further testing.In future educational practice,researchers should improve the specificity,comprehensiveness,expertise,and diversity of interventions and evaluate the training effects systematically.
作者
季雨竹
赵佳欣
汤玉龙
JI Yuzhu;ZHAO Jiaxin;TANG Yulong(Institite of Applied Psychology,College of Education,Zhejiang University of Technology,Hangzhou 310023,China)
出处
《中国健康心理学杂志》
2024年第2期167-171,共5页
China Journal of Health Psychology
基金
国家社会科学基金青年项目(编号:21CSH049)
杭州市哲学社会科学规划课题成果(编号:Z23JC088)
浙江工业大学人文社会科学研究基金(编号:SKY-ZX-20210240)。
关键词
阅读障碍
儿童干预
小学生
认知缺陷
Dyslexia
Intervention for children
Primary school students
Cognitive deficits
