Effect evaluation of interventional training of working memory on children with developmental dyslexia
10.16835/j.cnki.1000-9817.2020.05.024
- VernacularTitle:工作记忆训练对发展性阅读障碍小学生干预效果评价
- Author:
JIANG Qi, LUO Yan, LONG Ji, YANG Yuyan, TAI Xiujuan, LIU Shuqing, YANG Zaifeng
1
Author Information
1. Department of Medical Humanities, Guizhou Medical University, Guiyang(550004), China
- Publication Type:Journal Article
- Keywords:
Work;
Memory;
Dyslexia;
Mental health;
Intervention studies;
Child
- From:
Chinese Journal of School Health
2020;41(5):724-727
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the effect of working memory intervention training on working memory and literacy of children with developmental dyslexia,so as to provide a preference for practice of the trianing of working memory among children with dyslexia.
Methods:A total of 32 children with dyslexia of grade 3-5 in a primary school in Guiyang were randomly divided into two groups: the study group (n=16) and the control group (n=16),and the software of training exercises of working memory was applied to conduct interventional trainings of different durations to 2 gruops of children.
Results:Through the intervention training of working memory, the scores of literacy and working memory tasks in the study group (2 217.88±252.32, 105.13±7.68) were significantly higher than those in the control group (1 907.69 ± 545.15, 96.50 ± 11.04) (t=2.06, 2.56, P<0.05).
Conclusion:The working memory ability of children with dyslexia can be improved by working memory intervention training for a certain period of time. The intervention effect is not only significant in the trained working memory task, but also can be extended to other untrained contents such as literacy.
