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臨床心理學刊
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| 篇名 | Phonological Intervention Improves Reading Skills in Chinese: A Case Study |
|---|---|
| 卷期 | 5:1 |
| 作者 | Lin, S.T. 、 Lu, L.H. 、 Chung, H. T. 、 Hsu, C.D. |
| 頁次 | 012-012 |
| 關鍵字 | reading disability 、 treatment 、 logographic 、 handwriting 、 dyslexia |
| 出刊日期 | 201106 |
中文摘要
英文摘要
Objective: Despite evidences for the primary role of phonological processing in reading English, there is limited research on whether phonological processing also plays a primary role in reading Chinese. This question is important to understand whether reading requires similar cognitive subsystems universally, or whether subsystems used to support reading can be influenced by cultural factors such as the nature of written script (alphabetic vs. logographic). Emerging literatures suggest that phonological skills contribute to acquisition of Chinese reading. However, there are not so many reports that actually help remediate reading disability in Chinese.
Method: This study examined a 10-year-old boy with learning disabilities in reading and writing of Chinese. The case was instituted treatment that focused on phonological processing and hypothesized this to improve reading but not handwriting skills. Reading and handwriting skills were evaluated pre- and post-treatment with batteries developed and normed in Taiwan. The patient has better developed nonverbal intellectual skills than verbal skills, and his basic visual perceptual and sensorimotor skills are within the average range. Pre-treatment test results showed reading and handwriting skills were severely impaired except for copying skills. Re-evaluation after treatment showed modest improvements in reading but not handwriting skills.
Conclusion: The treatment outcome showed that phonological intervention improves Chinese reading, which supports universality of phonological processing in reading acquisition. However, the improvement of skills was limited, which is consistent with emerging literature showing that other cognitive processes (e.g., visual-spatial processing, orthographic awareness, motor programming) may influence reading acquisition of Chinese substantially.