在间隔一年的时间后，我们对王同学实施后测，检验我们设计的家庭帮助和干预方案的可靠性，进一步判断如何通过训练，帮助和改善阅读困难儿童的阅读能力，并通过后测检验训练的效果，进一步对其阅读能力的改善情况进行整体评估。

图9-4 个案后测成绩及与常模的比较

图9-5 个案前测、后测成绩及与常模的比较

阅读速度

从阅读速度来看，王同学形—音转化速度比二年级的平均水平略低，优于一年级平均水平，与其前测成绩有较大提高。阅读速度偏慢，其表现达到一年级平均水平，与其二年级平均水平仍有差异。他的解码速度虽然还是偏慢，但他的形—音转换速度大致达到一年级的平均水平，说明一年中的练习对他的阅读速度还是有所改善。由于王同学读词过程中错误、漏读较多，且其较容易将词语读错成相关词，如将蓝色读成蓝天，说明其更倾向于进行整词加工。反映出其阅读速度的缓慢可能主要是由识字量的不足引起的。

语音能力

王同学的音节删除测验成绩略低于二年级的平均水平，但较前测有一定进步。其测试过程中表现出了ci/chi不分的情况，在语音产生时准确度不够，这在其他测验中他的这个不足也有所体现。王同学在组词过程中，将“选”的读音读作“shuǎn”，其发音准确性有待提高，这对其识字能力有制约。

语素产生

王同学的语素意识高于二年级平均水平，这说明他的语素意识发展情况较好，对于语义掌握较好，能很好地区分不同字义，这会保证其基本语义理解很好。需要注意的是，王同学对语义的掌握能力虽然不错，但他对同音字的辨析有困难，说明其对字形区分不敏感。

汉字识别

王同学的汉字识字量低于小学一年级的平均水平，说明其识字量是其主要问题，有待提高，但较前测有了一定的提高。测试过程中发现，王同学对形似字的区分较差，如将“并”认作“井”，“貌”认作“狼”，需要注意对其视觉方面的不足引起重视。

Chain-test测验

在6个分测验中，王同学在前测中只能完成前两个测验，在后测中其可以完成所有测验，表现出了较好的进步。在图形分测验中，他超过了二年级的平均水平，说明其基本解码速度没有问题，甚至明显优于同龄人；正字法测验中表现达到二年级平均水平，与前测相比也有进步，他在测验过程中表现出良好的部件位置正字法意识。在其余4个分测验中，王同学对动物词的加工能力较好，达到了同年级平均水平，说明他对熟悉词的整词加工速度不错，而他在其他3个分测验中的表现仅处于一年级平均水平，特别是错别字分测验，这与其在语速产生测验中表现出的对同音字辨析能力不足是一致的。

在基于家庭训练为主的帮助和干预下，王同学的阅读能力有了比较明显的改善，尤其侧重语音、字词、正字法的练习，他的阅读能力有所发展。后测结果表明，王同学在阅读速度、语音能力、正字法意识等方面都有明显的进步，尤其是阅读速度的发展，表现出明显的速度的提升，这对于提高孩子的阅读能力，起到明显的促进作用。

国内汉语阅读困难儿童的评估和干预都是刚刚起步，训练体系还不完备，训练内容也不够系统，最重要的是，大多的训练还是在专业人员提供一些训练建议后，由家长在家中完成，没有专门的机构对孩子进行帮助，辅导家长帮助孩子提升阅读能力就成为现阶段帮助孩子解决阅读困难的主要办法。因此，我们现有的帮助和干预能发挥的作用也变得有限，而对于个案的帮助和干预，系统性和计划性都不是特别严谨，我们能做的只是将家长培养成“专家”，依赖家长的帮助和干预完成对儿童阅读能力的改善，希望在以后的研究中，能建立更加专业的机构，对阅读困难儿童进行全面、系统的帮助和干预，帮助阅读困难儿童实现早期发现、早期评估和早期干预。

摘要Abstract

We introduced assessment and intervention of development dyslexia in Mainland China, by using a second-grade boy as an example.

A battery of screening measures, Raven IQ test, phonological awareness, morphological awareness, orthography awareness, reading fluency and etc., was administered to the boy.With normal IQ, he had specific difficulties in reading, especially in reading fluency.Meanwhile, he was poor in phonological awareness and orthography awareness; but performed well in morphological awareness.Based on that, the intervention for the boy focused on pinyin, orthography awareness and Chinese character.One year later, posttest showed that the boy made remarkable progress on phonological awareness, orthography awareness and reading fluency.

Dyslexia’s assessment and intervention just started in Mainland China, immature and unsystematical.Most importantly, there is not a professional institution which could provide such services to dyslexics.Result of that, parents have to take the responsibility and carry out the training at home, after receiving some advices from experts.That might not be satisfactory for dyslexics.Professional institutions and therapists are needed nowadays in Mainland China.

Keywords

reading difficulty, child, assessment, intervention

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[1] 北京师范大学认知神经科学与学习国家重点实验室北京师范大学心理学院

[2] 北京师范大学认知神经科学与学习国家重点实验室

[3] 北京师范大学认知神经科学与学习国家重点实验室

[4] 北京师范大学认知神经科学与学习国家重点实验室