文献类型：期刊文献

中文题名：听写障碍儿童汉字学习的认知干预研究

英文题名：On the Cognitive Intervention in Chinese Characters Learning by Children with Dictation Disabilities

作者：毛荣建[1];刘翔平[2]

第一作者：毛荣建

机构：[1]北京联合大学特殊教育学院;[2]北京师范大学心理学院

第一机构：北京联合大学特殊教育学院

年份：2012

期号：5

起止页码：58-63

中文期刊名：中国特殊教育

外文期刊名：Chinese Journal of Special Education

收录：CSTPCD;;北大核心:【北大核心2011】；CSSCI:【CSSCI2012_2013】；

基金：北京市教委科研项目"汉语听写困难儿童认知特点及干预研究"(SM201211417005);北京联合大学科研项目"汉语听写障碍儿童认知特点实验研究"(sk201037x)资助

语种：中文

中文关键词：听写障碍;形音联结;视觉辨别;认知干预

外文关键词：dictation disabilities graphic-phonological binding visual discriminationcognitive intervention

摘要：本研究基于听写障碍儿童存在视觉辨别、形音联结缺陷的研究结果,对听写障碍儿童进行有针对性的认知干预训练,并进行实验比较。研究表明:视觉辨别、形音联结的干预能相应地提高听写障碍儿童的视觉辨别能力和形音联结能力;对于汉字学习来说,形音联结、视觉辨别相结合的综合干预训练比单一的视觉辨别、形音联结干预训练效果好。视觉辨别与形音联结相结合的综合认知干预方案更能提高听写障碍儿童相应的认知能力,促进听写障碍儿童的汉字学习质量。
This study,based on the research into the deficiency of children with dictation disabilities in visual distinction and graphic-phonological binding,aims to give such children cognitive training.The results show the following：the intervention training by visual distinction and graphic-phonological binding can help these children improve their abilities in distinction and graphic-phonological binding;in terms of Chinese characters learning,the integrated training by both visual distinction and graphic-phonological binding achieves better results than the single training merely by either.The study concludes that the integrated training program is preferable in that it helps more significantly improve these children＇s cognitive abilities,as well as their Chinese characters learning.