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北京第二外国语学院学报  2018, Vol. 40 Issue (4): 24-40    DOI: 10.12002/j.bisu.168
语言学研究     
国内外多动症阅读发展探究
李苗1,2,3,赵微1,王庭照1,赵娅琪4,李雷雷5
Review of Reading Development in Children with ADHD
Miao LI1,2,3,Wei ZHAO1,Tingzhao WANG1,Yaqi ZHAO4,Leilei LI5
1. Shaanxi Normal University, Xi’an 710062, China
2. Harvard University, Cambridge 02138, USA
3. University of Houston, Houston 77204, USA
4. Shandong Hearing and Language Rehabilitation Center, Ji’nan 250100, China
5. Handan Special Education Center, Handan 056001, China
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摘要:

阅读是个体习得语言过程中必须掌握的一个重要技能,同时又被不同的因素所影响。近年来多动症(ADHD)儿童得到人们越来越多的关注,该类儿童的症状主要有:注意力不集中、多动以及冲动。由于其自身的缺陷,ADHD儿童的语言习得和阅读发展会受到影响。国外相关研究表明:ADHD与阅读障碍(RD)存在很高的并发率,其阅读发展存在语音加工、注意力以及工作记忆等认知缺陷。国内对ADHD儿童的阅读发展研究不多,已有对RD儿童的阅读发展研究表明语素意识缺陷是汉语阅读障碍的核心缺陷。鉴于RD和ADHD有着很高的并发率,笔者预测,语素缺陷很可能是汉语为母语的ADHD儿童阅读发展的重要影响因素。本文从认知角度对国内外ADHD儿童的阅读发展进行综述并提出其研究发展方向,希望为未来研究提供理论依据。

关键词: 多动症儿童阅读障碍语言发展    
Abstract:

Reading is a crucial skill required by individuals in the course of language acquisition. It is affected by various cognitive factors. In recent years, children with attention deficit/hyperactive disorder (ADHD) have received more and more attention. The symptoms of ADHD children include: inattention, hyperaction, and impulse. Among them, inattention is the main characteristic of children with ADHD. Because of their unique deficit, ADHD children will also develop problems in their language acquisition and reading development. Research outside of China has shown a high comorbidity rate between ADHD and Reading Disabilities (RD). RD refers to a condition in which a student displays difficulty in reading in spite of normal IQ. It is the most common disability in regular school settings. In western countries, research has demonstrated that deficits in phonological processing, attention, and working memory may cause reading problems in children with ADHD. However, there is limited research on reading development of ADHD children within China. The existing studies in Chinese RD have reported that morphological awareness is a core deficit for Chinese children with RD. Due to the high comorbidity rate between RD and ADHD, we hypothesize that morphological awareness may be a powerful predictor of reading difficulties in addition to inattention of children with ADHD in China. This paper first reviews studies about cognitive predictors of reading development of ADHD children published outside of China, and then reviews reading research on children with ADHD or RD in China, and finally suggests directions for future research, in the hope of laying some theoretical foundations for future studies.

Key words: ADHD    RD    language development
收稿日期: 2017-05-09 出版日期: 2018-10-20
基金资助: 本文系2015 年教育部人文社科青年多动症儿童早期读写能力发展研究的阶段性研究成果(15YJC880036)
作者简介: 李苗,陕西师范大学教育学院,710062,美国哈佛大学教育学院博士后研究员,美国休斯顿大学助理教授、博士生导师,研究方向:儿童语言发展、双语教育、特殊教育。电子邮箱:mli@snnu.edu.cn|赵微,陕西师范大学教育学院教授、博士生导师,710062,研究方向:特殊教育。王庭照,陕西师范大学教育学院教授、博士生导师,710062,研究方向:特殊教育。|赵娅琪,山东省听力语言康复中心,250100,研究方向:特殊教育。|李雷雷,邯郸市特殊教育中心,056001,研究方向:特殊教育。
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引用本文:

李苗,赵微,王庭照,赵娅琪,李雷雷. 国内外多动症阅读发展探究[J]. 北京第二外国语学院学报, 2018, 40(4): 24-40.

Miao LI,Wei ZHAO,Tingzhao WANG,Yaqi ZHAO,Leilei LI. Review of Reading Development in Children with ADHD. Journal of Beijing International Studies University, 2018, 40(4): 24-40.

链接本文:

https://journal.bisu.edu.cn/CN/10.12002/j.bisu.168        https://journal.bisu.edu.cn/CN/Y2018/V40/I4/24

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