两种阅读干预对中国阅读障碍儿童大脑的影响

IF 3.2 1区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL
Guoyan Feng, Linling Shen, Liping Shi, Xiaohui Yan, Yuqiong Liang, Lili Zhang, Shuyi Zuo, Yu Wu, Fan Cao
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引用次数: 0

摘要

大多数针对阅读障碍的行为干预都是基于字母语言和语音的。汉语是一种语素音节语言,每个汉字代表一个语素和一个音节。因此,基于语音的干预在汉语中可能不是最有帮助的。在这项研究中,我们比较了语音和形态学干预(MI)对中国RD儿童的行为和神经学的影响。我们招募了80名中国五年级儿童,包括18名正常发育儿童作为年龄对照(AC)和62名RD儿童,其中22名接受语音干预(PI), 22名接受MI, 18名作为等候名单对照(WL)。通过听觉押韵任务和视觉拼写任务来检测干预前后的大脑活动。我们发现,与WL组相比,PI组和MI组都有效地提高了汉字命名、句子阅读流畅性、一分钟不规则汉字阅读和语音意识。在脑水平上,与MI组和WL组相比,PI组在听觉押韵任务干预后显示出更大的右颞中回大脑激活增加,这表明PI组发展了代偿语音策略。在视觉拼写任务干预后,MI组的左额中回、左额下回和左梭状回的脑激活比PI组和WL组更大,提示功能正常化,因为在干预前,RD儿童的这些区域的激活程度低于典型对照组。这些发现表明,干预特定的大脑变化在行为上具有类似的效果。它为理解rd儿童行为干预的脑机制提供了重要见解。试验注册:本研究的设计已在中国临床试验注册中心(ChiCTR2300067536)预注册,见[https://www.chictr.org.cn]]
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Brain Changes Following Two Reading Interventions in Chinese Children With Reading Disability

Brain Changes Following Two Reading Interventions in Chinese Children With Reading Disability

Most behavioral interventions on reading disability (RD) have been developed in alphabetic languages and are phonologically-based. Chinese is a morpho-syllabic language in which each character represents a morpheme and a syllable. Therefore, phonologically-based interventions may not be most helpful in Chinese. In this study, we compared a phonological and a morphological intervention (MI) in Chinese children with RD both behaviorally and neurologically. We recruited 80 fifth-grade Chinese children, including 18 typically developing children as age controls (AC), and 62 children with RD, 22 of whom received the phonological intervention (PI), 22 of whom received the MI, and 18 served as waiting-list controls (WL). An auditory rhyming task and a visual spelling task were employed to examine brain activation before and after the intervention. We found that the PI and MI both effectively improved character naming, sentence reading fluency, one-minute irregular character reading and phonological awareness compared with the WL group. At the brain level, the PI group showed greater increase of brain activation in the right middle temporal gyrus than the MI and WL following the intervention in an auditory rhyming task, suggesting compensatory phonological strategies developed in PI. The MI group showed greater increase of brain activation in the left middle frontal gyrus, left inferior frontal gyrus and left fusiform gyrus than the PI and the WL group following the intervention in a visual spelling task, suggesting functional normalization, because these regions were less activated in children with RD than typical controls before the intervention. These findings suggest intervention-specific brain changes with otherwise similar effectiveness in the behavior. It provides important insights in understanding brain mechanisms underlying behavioral intervention in children with RD.

Trial Registration: This study's design was preregistered at the Chinese Clinical Trial Registry (ChiCTR2300067536), see [https://www.chictr.org.cn]

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来源期刊
CiteScore
8.10
自引率
8.10%
发文量
132
期刊介绍: Developmental Science publishes cutting-edge theory and up-to-the-minute research on scientific developmental psychology from leading thinkers in the field. It is currently the only journal that specifically focuses on human developmental cognitive neuroscience. Coverage includes: - Clinical, computational and comparative approaches to development - Key advances in cognitive and social development - Developmental cognitive neuroscience - Functional neuroimaging of the developing brain
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