近十年英汉阅读障碍干预方法的比较研究
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摘要
为了比较英语和汉语阅读障碍的干预方法,严格遵循系统评价的操作程序,依据纳入与排除标准,对源于中国知网、台湾学术论文文献数据库、PubMed、EBSCO和ProQuest等九大数据库的英汉阅读障碍干预方法进行检索、筛选与评价,最终纳入基于实证研究的文献84篇。将纳入文献按照干预内容分成阅读干预、解码干预和语音干预三大类进行系统梳理与比较分析,并运用文献计量学和内容分析的方法,梳理出英汉阅读障碍干预方法的使用现状。最后,根据以上的研究发现提出相关建议,以期对英汉阅读障碍的干预方法有所启示。
In order to evaluate and compare the intervention methods of English and Chinese dyslexia,a systematic review was carried out to retrieve,critically appraise and synthesize the available evidence on Chinese and English literatures about intervention methods for dyslexia in nine databases,such as China National Knowledge Infrastructure( CNKI),Taiwan Academic Paper Database,Pub Med,EBSCO and Pro Quest,in recent decade. Ultimately,84 literatures were included into the systematic review. The intervention methods of English and Chinese dyslexia were systematically arranged and compared according to three categories,reading intervention,decoding intervention and phonetic intervention based on the different interventional content.Furthermore the research untangled the trends of three types of interventional content and the proportion of various intervention methods by content analysis. Finally,some relevant recommendations were put forward according to the research findings,with some implications to intervention methods for English and Chinese dyslexia.
In order to evaluate and compare the intervention methods of English and Chinese dyslexia,a systematic review was carried out to retrieve,critically appraise and synthesize the available evidence on Chinese and English literatures about intervention methods for dyslexia in nine databases,such as China National Knowledge Infrastructure( CNKI),Taiwan Academic Paper Database,Pub Med,EBSCO and Pro Quest,in recent decade. Ultimately,84 literatures were included into the systematic review. The intervention methods of English and Chinese dyslexia were systematically arranged and compared according to three categories,reading intervention,decoding intervention and phonetic intervention based on the different interventional content.Furthermore the research untangled the trends of three types of interventional content and the proportion of various intervention methods by content analysis. Finally,some relevant recommendations were put forward according to the research findings,with some implications to intervention methods for English and Chinese dyslexia.
引文
[1] International Dyslexia Association. IDA DyslexiaHandbook:What Every Family Should Know[EB/OL].https://dyslexiaida. org/ida-dyslexia-handbook,2014-10-01.
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[4][48]Washburn E,Joshi R,Binks-Cantrell E. ArePreservice Teachers Prepared to Teach StrugglingReaders?[J]. Annals o f Dyslexia,2011(1):21-43.
[5]Shaywitz S E,Shaywitz B A. The Neurobiology of Readingand Dyslexia[J]. ASHA Leader,2007(12):20-21.
[6]Stevenson H W. Stigler J W,Lucker G W,et al. ReadingDisabilities:the Case of Chinese,Japanese and English[J]. Child Development,1982(53):1164-1181.
[7]Shu H,McBride-Chang C,Wu S,et al. UnderstandingChinese Developmental Dyslexia:MorphologicalAwareness as a Core Cognitive Construct[J]. Journal ofEducational Psychology,2006(98):122-133.
[8]杜亚松.陪伴你,读懂你———资深心理专家帮您破解孩子成长的烦恼[M].北京:科学普及出版社,2016:117.
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[10]汤胜蓝,刘晓云,Dale Huntington,等.系统评价是发展中国家卫生系统循证研究的有效工具吗[J]?中国循证医学杂志,2011(6):600—604.
[11]刘鸣.系统评价、Meta———分析设计与实施方法[M].北京:人民卫生出版社,2011:10—13,28—32,53—80.
[12]李欢,杨爱佳,李登钰,等.循证理念视域下听障儿童言语康复方法研究[J].中国特殊教育,2016(3):36—43.
[13]王艳碧,余林.我国近十年来汉语阅读障碍研究回顾与展望[J].心理科学进展,2007(4):596—604.
[14]O’Brien B A,Wolf M,Miller L T,et al. OrthographicProcessing Efficiency in Developmental Dyslexia:AnInvestigation of Age and Treatment Factors at theSublexical Level[J]. Annals of Dyslexia,2011(1):111-135.
[15][16]宋怡.小学三年级学生汉语阅读障碍发生率及干预研究[D].烟台:鲁东大学,2016.
[17] McBride-Chang C, Shu H, Zhou A B, et al.Morphological Awareness Uniquely Predicts YoungChildren’s Chinese Character Recognition[J]. Journalof Educational Psychology,2003(95):743-751.
[18]吴思娜.阅读障碍的亚型研究[D].北京:北京师范大学,2004.
[19]Taylor M,Hughes G,Duffy S. The Use of Animation inHigher Education Teaching to Support Students WithDyslexia[J]. Education and Training,2007(1):2428-2433.
[20]洪荣照,赖芹如.概念构图多媒体教学对国中低阅读理解能力学生社会领域教学成效之研究[J].特殊教育与辅助科技学报,2010(2):71—97.
[21]Denton T F,Meindl J N. The Effect of Colored Overlayson Reading Fluency in Individuals With Dyslexia[J].Behavior Analysis in Practice,2015(3):1-8.
[22][23] Meng X, Lin O, Wang F, et al. ReadingPerformance is Enhanced by Visual TextureDiscrimination Training in Chinese-speaking ChildrenWith Developmental Dyslexia[J]. Plos One, 2014(9):e108274.
[24]钟明兴.重复阅读对国小学习障碍学生朗读流畅度与阅读理解的影响之研究[J].云嘉特教期刊,2012(15):24—34.
[25]Lovett M W,Lacerenza L,De P M,et al. Evaluating theEfficacy of Remediation for Struggling Readers in HighSchool[J]. Journal of Learning Disabilities, 2012(2):151.
[26]廖兴君.汉语读写障碍儿童个别化教育的实践研究[D].成都:四川师范大学,2015.
[27]许丽霞.交互教学法介入阅读指导对增进国小高年级学生阅读理解成效之研究[J].花莲教育大学学报,2008(26):59—75.
[28]Berninger V W,Lee Y L.,Abbott R D,et al. TeachingChildren With Dyslexia to Spell in a Reading-Writers’Workshop[J]. Annals of Dyslexia,2013(1):1-24.
[29]吴慧聆.字族文识字策略对国小学习障碍学童识字学习成效之研究[J].特殊教育学报,2007(25):1—30.
[30]蔡昌谕.多媒体计算机教学对阅读障碍学生识字学习之成效[D].台南:台南大学,2012.
[31]黄雪敏.视知觉辨识教学策略对读写障碍学童识字学习成效之研究[D].台南:台南大学. 2014.
[32]韦晓保.语音和韵律意识在汉语儿童英语单词拼写中的作用[J].解放军外国语学院学报,2017(4):79—86.
[33]Riley E. A. Effects of Phonological Complexity on ErrorProduction and Pseudoword Training in AcquiredPhonological Dyslexia[D]. ILLINOIS:NorthwestUniversity,2011.
[34]Chung K K.,Mcbride-Chang,C.,Wong,S. W.,etal. The Role of Visual and Auditory Temporal Processingfor Chinese Children With Developmental Dyslexia.[J].Annals of Dyslexia,2008(1):15-35.
[35]Habib M,Lardy C,Desiles T,et al. Music and Dyslexia:A New Musical Training Method to Improve Reading andRelated Disorders[J]. Frontiers in Psychology,2016(94):26.
[36]Given B K,Wasserman J D,Chari S A,et al. ARandomized, Controlled Study of Computer-basedIntervention in Middle School Struggling Readers[J].Brain&Language,2008(2):83-97.
[37]耿雅津.汉语发展性阅读困难儿童语素意识测量及干预研究[D].厦门:厦门大学,2014.
[38]林新事.英语学困生阅读障碍的语音成因[J].浙江师范大学学报(社会科学版),2007(5):87—90.
[39][40]陈丹.西方阅读障碍儿童干预研究的进展及其启示[D].吉林:东北师范大学,2007.
[41]吴思娜,舒华,刘艳茹.语素意识在儿童汉语阅读中的作用[J].心理与行为研究,2005(3):35—38.
[42]Flaugnacco E,Lopez L,Terribili C,et al. Music TrainingIncreases Phonological Awareness and Reading Skills inDevelopmental Dyslexia:A Randomized Control Trial[J]. Plos One,2015(9).
[43]Register D,Darrow A A,Standley J,et al. The Use ofMusic to Enhance Reading Skills of Second GradeStudents and Students with Reading Disabilities[J].Journd of Music Therapy,2007(1):23—37.
[44]丁玎,刘翔平,李烈,等.阅读障碍儿童识字特点研究[J].心理发展与教育,2002(2):64—67.
[45]李红文.阅读障碍儿童汉字字形学习能力研究[D].北京:北京师范大学,2000.
[46]王雁.早期干预的理论依据探析[J].中国特殊教育,2000(4):1—3.
[47][48] The National Joint Committee On LearningDisabilities. Learning Disabilities and Young Children:Identification and Intervention[J]. Learning DisabilityQuarterly,2007(1):63-72.
[49]康静梅,陈丹.西方阅读障碍儿童干预训练的四种途径及其启示[J].外国教育研究,2015(6):27—39.
[2]International Dyslexia Association. Dyslexia Basics[EB/OL]. http://www. interdys. org/ewebeditpro5/upload/Dyslexia BasicsREVMay2012. pdf,2012-05-01.
[3]Dehaene S. Reading in the Brain[M]. New York:Penguin,2009:31.
[4][48]Washburn E,Joshi R,Binks-Cantrell E. ArePreservice Teachers Prepared to Teach StrugglingReaders?[J]. Annals o f Dyslexia,2011(1):21-43.
[5]Shaywitz S E,Shaywitz B A. The Neurobiology of Readingand Dyslexia[J]. ASHA Leader,2007(12):20-21.
[6]Stevenson H W. Stigler J W,Lucker G W,et al. ReadingDisabilities:the Case of Chinese,Japanese and English[J]. Child Development,1982(53):1164-1181.
[7]Shu H,McBride-Chang C,Wu S,et al. UnderstandingChinese Developmental Dyslexia:MorphologicalAwareness as a Core Cognitive Construct[J]. Journal ofEducational Psychology,2006(98):122-133.
[8]杜亚松.陪伴你,读懂你———资深心理专家帮您破解孩子成长的烦恼[M].北京:科学普及出版社,2016:117.
[9]Lyon G R,Fletcher J M,Shaywitz S E,et al. RethinkingLearning Disabilities[A].//:Finn C E,Rotherman AJ,Hokanson C R. Rethinking Special Education for aNew Century. Washington,DC:Thomas B. FordhamFoundation and the Progressive Policy Institute,2001:259-287.
[10]汤胜蓝,刘晓云,Dale Huntington,等.系统评价是发展中国家卫生系统循证研究的有效工具吗[J]?中国循证医学杂志,2011(6):600—604.
[11]刘鸣.系统评价、Meta———分析设计与实施方法[M].北京:人民卫生出版社,2011:10—13,28—32,53—80.
[12]李欢,杨爱佳,李登钰,等.循证理念视域下听障儿童言语康复方法研究[J].中国特殊教育,2016(3):36—43.
[13]王艳碧,余林.我国近十年来汉语阅读障碍研究回顾与展望[J].心理科学进展,2007(4):596—604.
[14]O’Brien B A,Wolf M,Miller L T,et al. OrthographicProcessing Efficiency in Developmental Dyslexia:AnInvestigation of Age and Treatment Factors at theSublexical Level[J]. Annals of Dyslexia,2011(1):111-135.
[15][16]宋怡.小学三年级学生汉语阅读障碍发生率及干预研究[D].烟台:鲁东大学,2016.
[17] McBride-Chang C, Shu H, Zhou A B, et al.Morphological Awareness Uniquely Predicts YoungChildren’s Chinese Character Recognition[J]. Journalof Educational Psychology,2003(95):743-751.
[18]吴思娜.阅读障碍的亚型研究[D].北京:北京师范大学,2004.
[19]Taylor M,Hughes G,Duffy S. The Use of Animation inHigher Education Teaching to Support Students WithDyslexia[J]. Education and Training,2007(1):2428-2433.
[20]洪荣照,赖芹如.概念构图多媒体教学对国中低阅读理解能力学生社会领域教学成效之研究[J].特殊教育与辅助科技学报,2010(2):71—97.
[21]Denton T F,Meindl J N. The Effect of Colored Overlayson Reading Fluency in Individuals With Dyslexia[J].Behavior Analysis in Practice,2015(3):1-8.
[22][23] Meng X, Lin O, Wang F, et al. ReadingPerformance is Enhanced by Visual TextureDiscrimination Training in Chinese-speaking ChildrenWith Developmental Dyslexia[J]. Plos One, 2014(9):e108274.
[24]钟明兴.重复阅读对国小学习障碍学生朗读流畅度与阅读理解的影响之研究[J].云嘉特教期刊,2012(15):24—34.
[25]Lovett M W,Lacerenza L,De P M,et al. Evaluating theEfficacy of Remediation for Struggling Readers in HighSchool[J]. Journal of Learning Disabilities, 2012(2):151.
[26]廖兴君.汉语读写障碍儿童个别化教育的实践研究[D].成都:四川师范大学,2015.
[27]许丽霞.交互教学法介入阅读指导对增进国小高年级学生阅读理解成效之研究[J].花莲教育大学学报,2008(26):59—75.
[28]Berninger V W,Lee Y L.,Abbott R D,et al. TeachingChildren With Dyslexia to Spell in a Reading-Writers’Workshop[J]. Annals of Dyslexia,2013(1):1-24.
[29]吴慧聆.字族文识字策略对国小学习障碍学童识字学习成效之研究[J].特殊教育学报,2007(25):1—30.
[30]蔡昌谕.多媒体计算机教学对阅读障碍学生识字学习之成效[D].台南:台南大学,2012.
[31]黄雪敏.视知觉辨识教学策略对读写障碍学童识字学习成效之研究[D].台南:台南大学. 2014.
[32]韦晓保.语音和韵律意识在汉语儿童英语单词拼写中的作用[J].解放军外国语学院学报,2017(4):79—86.
[33]Riley E. A. Effects of Phonological Complexity on ErrorProduction and Pseudoword Training in AcquiredPhonological Dyslexia[D]. ILLINOIS:NorthwestUniversity,2011.
[34]Chung K K.,Mcbride-Chang,C.,Wong,S. W.,etal. The Role of Visual and Auditory Temporal Processingfor Chinese Children With Developmental Dyslexia.[J].Annals of Dyslexia,2008(1):15-35.
[35]Habib M,Lardy C,Desiles T,et al. Music and Dyslexia:A New Musical Training Method to Improve Reading andRelated Disorders[J]. Frontiers in Psychology,2016(94):26.
[36]Given B K,Wasserman J D,Chari S A,et al. ARandomized, Controlled Study of Computer-basedIntervention in Middle School Struggling Readers[J].Brain&Language,2008(2):83-97.
[37]耿雅津.汉语发展性阅读困难儿童语素意识测量及干预研究[D].厦门:厦门大学,2014.
[38]林新事.英语学困生阅读障碍的语音成因[J].浙江师范大学学报(社会科学版),2007(5):87—90.
[39][40]陈丹.西方阅读障碍儿童干预研究的进展及其启示[D].吉林:东北师范大学,2007.
[41]吴思娜,舒华,刘艳茹.语素意识在儿童汉语阅读中的作用[J].心理与行为研究,2005(3):35—38.
[42]Flaugnacco E,Lopez L,Terribili C,et al. Music TrainingIncreases Phonological Awareness and Reading Skills inDevelopmental Dyslexia:A Randomized Control Trial[J]. Plos One,2015(9).
[43]Register D,Darrow A A,Standley J,et al. The Use ofMusic to Enhance Reading Skills of Second GradeStudents and Students with Reading Disabilities[J].Journd of Music Therapy,2007(1):23—37.
[44]丁玎,刘翔平,李烈,等.阅读障碍儿童识字特点研究[J].心理发展与教育,2002(2):64—67.
[45]李红文.阅读障碍儿童汉字字形学习能力研究[D].北京:北京师范大学,2000.
[46]王雁.早期干预的理论依据探析[J].中国特殊教育,2000(4):1—3.
[47][48] The National Joint Committee On LearningDisabilities. Learning Disabilities and Young Children:Identification and Intervention[J]. Learning DisabilityQuarterly,2007(1):63-72.
[49]康静梅,陈丹.西方阅读障碍儿童干预训练的四种途径及其启示[J].外国教育研究,2015(6):27—39.