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目的:评估汉语发育性阅读障碍儿童的临床特征。方法:采用韦氏儿童智力量表(WSIC-CR)、学习障碍儿童筛查量表(PRS)、儿童阅读与书写能力家长问卷对17例汉语发育性阅读障碍(SRD)儿童和与之匹配的32名正常儿童的临床特征进行调查评估。结果:SRD组在WISC-CR中的言语智商、总智商、言语理解因子、记忆/注意因子分值均低于对照组(98·3±13·5/111·7±13·7,97·1±14·5/110·2±14·3,40·4±9·2/47·6±7·7,25·9±6·3/32·0±7·3,OR=0·88~0·94,P<0·05),回归分析表明,只有言语理解因子进入回归方程(OR=0·90);PRS中五大功能区得分、言语分、非言语分及总分,SRD儿童均显著低于对照组(9·6±1·5/13·3±2·6,10·8±3·1/15·6±3·6,11·1±1·4/14·1±3·6,7·1±1·9/9·7±1·9,19·7±3·5/24·7±5·7,20·3±4·1/28·9±5·7,37·9±5·6/48·5±7·0,58·2±8·5/77·3±11·9,P<0·05)。回归分析表明,只有言语分进入回归方程(OR=0·69);儿童阅读与书写能力家长问卷中,SRD儿童在除家庭阅读背景外其余七个因素得分均比对照组高(P<0·05),但只有朗读听写进入回归方程(OR=2·14)。结论:汉语SRD儿童言语能力明显损害;其阅读各环节均受损,但朗读听写能力缺陷可能是主要问题;记忆/注意集中困难、书写困难、动作技能、口语能力及社会适应能力的缺陷可能是汉语SRD儿童临床普遍伴发的症状。
Objective: To evaluate the clinical features of Chinese dyslexic children. Methods: Seventeen Chinese children with developmental dyslexia (SRD) were matched with the WSIC-CR, PRS, and Parents Questionnaire for Children’s Reading and Writing Skills The clinical features of 32 normal children were investigated and evaluated. Results: The speech IQ, total IQ, speech comprehension factor and memory / attention factor scores of the SRD group in WISC-CR were significantly lower than those in the control group (98.3 ± 13.5 / 111.7 ± 13.7, 97 · 1 ± 14 · 5/110 · 2 ± 14 · 3, 40 · 4 ± 9 · 2/47 · 6 ± 7 · 7, 25 · 9 ± 6 · 3/32 · 0 ± 7 · 3, OR = 0 · 88.094, P <0.05). The regression analysis showed that only the speech comprehension factors entered the regression equation (OR = 0.90). The scores of the five major functional areas in the PRS, speech scores, nonverbal scores and total scores, SRD Children were significantly lower than the control group (9.6 ± 1.5 / 13.3 ± 2.6, 10.8 ± 3.1 / 15.6 ± 3.6, 11.1 ± 1.4 / 14 · 1 ± 3 · 6, 7 · 1 ± 1 · 9/9 · 7 ± 1 · 9, 19 · 7 ± 3 · 5/24 · 7 ± 5 · 7, 20 · 3 ± 4 · 1/28 · 9 ± 5 · 7,37 · 9 ± 5 · 6/48 · 5 ± 7 · 0,58 · 2 ± 8 · 5/77 · 3 ± 11 · 9, P <0 · 05). Regression analysis showed that only the speech was divided into the regression equation (OR = 0.69). In the questionnaire of children’s reading and writing ability, SRD children scored higher than those in the control group (P <0. 05), but only reading dictation entered the regression equation (OR = 2.14). Conclusion: The speech ability of Chinese children with SRD is significantly impaired; all aspects of their reading are impaired, but the defects of reading dictation ability may be the main problems; the deficiencies of memory / attention concentration difficulty, writing difficulty, motor skills, oral ability and social adaptability may be Chinese children with SRD commonly accompanied by clinical symptoms.