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法裔加拿大大学生患有发育性阅读障碍和写作障碍的形态和语音意识干预
Manon Spigarelli1,2, Anne Lafay3, Élisabeth Déry2
1Centre interdisciplinaire de recherche en réadaptation et intégration sociale (Cirris), Quebec, Canada.
概括
具有特定阅读和拼写学习障碍的大学生在语音和形态意识干预后表现出提高的识字能力. 这凸显了在高等教育中需要语音病理学支持的需要.
科学领域:
- 认知心理学 认知心理学
- 教育心理学教育心理学
- 语音和语言病理学 语言病理学
背景情况:
- 患有特定阅读学习障碍 (SRLD) 和特定拼写学习障碍 (SSLD) 的成年人往往会继续面临识字挑战.
- 这些困难影响阅读流性,拼写和理解能力,即使有住宿.
研究的目的:
- 评估对SRLD和SSLD的大学生进行形态和语音意识干预的影响.
- 改善这个群体的词识别,拼写和阅读理解能力.
主要方法:
- 实施了为期3周的干预计划.
- 干预的重点是提高语音和形态意识技能.
主要成果:
- 在形态意识,非单词阅读和不规则的单词阅读方面观察到显著的改善.
- 参与者还显示了文本级拼写和阅读理解能力的提高.
- 针对语音和形态意识的干预措施对识字能力产生了积极的影响.
结论:
- 语音和形态意识干预可以提高SRLD和SSLD的大学生的识字能力.
- 语音病理学干预对于学习困难的学生在高等教育环境中至关重要.
- 个体特征和干预背景可能会影响结果.
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