阅读障碍学生的工作记忆训练:阅读和拼写补救的额外影响不太可能
S A E Walda1, M van Weerdenburg1, A M T Bosman1
1Behavioural Science Institute, Radboud University, Nijmegen, the Netherlands.
Research in developmental disabilities
|October 31, 2024
概括
有机训练并没有改善阅读障碍和工作记忆力较弱的儿童的识字能力. 虽然工作记忆表现出很小的增强,但扫盲进度在标准补救措施之外没有受到显著影响.
科学领域:
- 认知心理学 认知心理学
- 教育心理学教育心理学
- 神经科学是一个神经科学.
背景情况:
- 工作记忆能力与识字能力密切相关,包括解码和拼写.
- 患有阅读障碍的儿童经常表现出工作记忆的缺陷,影响他们的阅读和拼写发展.
研究的目的:
- 研究工作记忆训练对阅读障碍学生的识字进步的影响.
- 确定Cogmed培训是否可以增强工作记忆,并随后改善该人群的阅读和拼写能力.
主要方法:
- 进行了一项随机对照试验,其中62名儿童被诊断患有阅读障碍和工作记忆弱.
- 参与者被分配到三个组:Cogmed培训,固定计算机化培训 (主动控制) 或被动控制组.
- 该研究评估了在补救计划期间的解码和拼写进展.
主要成果:
- 联合训练导致工作记忆能力的适度改善.
- 在Cogmed组和对照组之间没有观察到识字进度 (解码和拼写) 的显著差异.
- 观察到的对工作记忆的影响并没有转化为超出标准补救计划的可测量的识字增长.
结论:
- 有机训练不太可能成为改善阅读障碍和工作记忆弱的儿童识字发展的有效干预措施.
- 这些发现为与这个特定学生群体工作的教育工作者提供了重要的信息.
- 建议进行进一步的复制研究,因为在小样本大小中可能出现II型错误.
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