Development disability secrets revealed

A few days ago, data held by the Ministry of Education showed that my country's illiterate rate had fallen to 2.67 %. Literacy reading is so popular that it will cause people to have an illusion. It is not difficult to learn to read for everyone, but is this really the case?

The expression of "reading and writing disorder"

At the end of the 19th century, "British Medical Magazine" recorded such a case: Boy Persie has excellent intelligence and intact perception. He has received school education from the age of 7, but he still cannot read it smoothly until he is 14 years old. Single single syllables. Today we know that this is a typical developmental disability, and sometimes it is also called "reading and writing disorder".

More than a hundred years have passed, and the current understanding of development disability is as follows: a congenital neurological disorder, manifested as difficult and/or smoothly identifying words. Individuals have normal intelligence, living environment, and education level. At the same time, there is no obvious damage in hearing, vision, and nervous system, but the reading results are significantly lower than the level of the same age and are in difficulty.

Developed obstacles occur at the level of words. The principal who has taught Persai for many years says that if the teaching is completely spoken, Persie will be the smartest person in the school, that is, Persie's language understanding is intact.

Most people are often unclear developmental dysfunction and obstacles of reading understanding. In fact, they are very different, and even there are similar "anti -image relationships": there is difficulty in the recognition of those who develop disabilities Words but cannot understand what you read.

Development disability is an important factor that induces children's learning disabilities. Although it was originally found among learners who were discovered in Pinyin text, they were universal. Essence Of course, due to different text attributes, the specific performance of the obstacles will be different. The common manifestations of children in Chinese development disabilities are: the amount of literacy is lower than the expected age and education level, do not know the words that have been learned, read the wrong words (such as "ashamed" as "jiàn ɡUǐ"), read the leak, and read the word. During reading, jumping and wrong; or even if you can read the right, the time it takes is obviously greater than his peers, and hesitates to stop. In addition, in addition to "reading", some children are accompanied by the problem of "writing", and many words they have learned will not be written at all. Use homonic characters instead (such as "man" as "man"). Two Chinese characters (such as the "world" of the "world" are written as "boundaries"), and the wrong side is written (such as the right side of "bullying" as an anti -text), and so on. Sometimes some performances of children are confusing: he can read a text in fluent textbooks, but if he is asked to find out a word that appears many times in the text (such as asking him to point out all the words "medium") He couldn't complete.

How does reading disorder happen

To understand the performance of children with developing disabilities, you need to understand what processing processes you have experienced. Text is a visual symbol system that records the language, and the language is the auditory symbol system that combines sound (the natural sign language of the deaf is not discussed here, it is a special language). Reading is to convert written visual symbols into language code, which is the most critical part of word decoding.

Taking the reading of the word "mouth" as an example, "mouth" records a phonetic binding body in spoken language [Kǒu+people or animals eats organs]. Readers usually have to use the sound of Kǒu to know that the glyph representative represents the representative of the glyph. It is the meaning of "eating organs". Voice is a medium that connects the glyph and spoken system. If the word sound cannot be associated by the glyph, then the "mouth" is only a quadrangular. Different texts are different in the way the glyphs are connected to the word sound: for example, English uses the letters or letters to record the smallest voice unit in spoken language -phonetic, like Right, R corresponds to one phonetin/r/, i corresponds to two corresponding to two Tone/A/, GHT corresponds to a phonetsu/t/; Chinese characters use a block font to record a unit of a single tone or multiple tone -syllable, which is more precise, a syllable with a specific tone. Regardless of the method of connecting the glyphs with the word sound, text learning must remember the corresponding relationship between the glyph and the word sound, that is, the pairing relationship.

Since the fundamental task of text learning is to establish a formal sound pairing relationship, once the pronunciation fails, the reading problem will occur. When English readers read RIGHT, if the sound of the corresponding sound of i is/I/, the pronunciation of this word will become/rit/. This is the performance of the wrong reading. Sound. Obviously, the more complicated the corresponding relationship between the glyph and the voice, the more difficult the reader to establish a phonetic pairing. In some Pinyin text, the corresponding relationship between the letters and the phonetsu is one -to -one. The obstacles of these texts will indeed improve the accuracy of the word reading, but the problem of fluency still exists. Chinese reading disabilities have read "ashamed" as "jiàn ɡUǐ" because "as" and "gradual" are similar, and the "ashamed" on the right reads "ɡUǐ", which shows that the sound of near -characters and Chinese characters will allow children The errors of formal sound matching; the error of "dry son" is that only the pairing of "dry" and hàn may be established; the confusion of "world" and "boundaries" indicates that they cannot correspond to the two units in the compound words "world" respectively. The syllables of their respective syllables are established with independent forms of pronunciation; they can read the texts fluently but cannot identify the "middle" that appeared many times in the text, indicating that children do not recognize the corresponding relationship between speaking words and written words. It mainly reflects children's voice memories of the text, not the reading of the phonetic voice by the glyph. As for the fluency problem, it is because the pairing of the form sound is not firmly established, so it takes more time to see the glyph to extract not clearly in the memory. The reasons for being unable to successfully pairing are very complicated. The attribution from "shape" must be related to vision. The interpretation of this perspective includes visual perception defects, visual attention defects, etc.; Explanations from "sound" have hearing sensing defects, speech perception defects, voice defects, etc.; The interpretation of the "shape" and "sound" combination believes that the pairing of metaphysics cannot achieve automation is the source of fluency. Reading is a complex behavior. There are many factors and processes involved. The interior of the developed disabilities will not be average. The above explanations may point to different sub -categories.

Common misunderstanding

The first misunderstanding is caused by the poor reading and writing results. This is a very common misunderstanding. Children with developmental disabilities often do not understand the understanding of parents or teachers, and are suffered from secondary damage from the environment. Development disability is a neurological disorder. Looking at this obstacle from the perspective of nerve diversity, it may be much better understanding.

The second misunderstanding is related to the first one. Naturally, those who hold the first point of view will naturally not link the obstacles and genetic inheritance. There are family genetic foundations for development disabilities. If parents have obstacles, their children will have 1/4 ~ 1/2; otherwise, if the child is diagnosed, then the parents of these children have 1/3 ~ 1/2 also. Will be diagnosed.

The third misunderstanding is that smart children cannot be developed disabilities. Many obstacles have very high IQs, including Einstein and Jobs, people of different occupations such as writers, clinicians, researchers, and politicians.

In the fourth misunderstanding, there is a gender difference in the incidence of development disability, and men are much higher than women. Some studies have shown that the incidence of global disabled boys is 4-6 times higher than girls, but subsequent investigations specifically for gender factors have found that there is no significant difference in the incidence of men and women. Tests, because boys are more naughty, and this is easy to make teachers think that they have behavioral problems; on the contrary, girls are quiet and polite, their reading problems will be covered, and teachers are not easy to detect, especially in the low grade of elementary school.

How to properly treat children with developing disabilities

Reading obstacles is persistent, but those with disabilities can be improved well through appropriate intervention. The important point is to identify as soon as possible and help as soon as possible. Children's early language performance can greatly indicate reading risks to a large extent. At least half of the developmental language disorders will develop into those who read disabilities after entering school. These children do not have obvious defects in intelligence and audiovisual, but they have a late speaking, simple words, and difficulty in finding words during the preschool. The recognition and intervention of school age is very necessary, because there are fewer knowledge that children need to make up at this stage than after enrollment, and the assessment and testing of preschool abilities is more simple. If you can implement certain intervention at this stage, it is largely to a large extent. It can reduce the emergence of obstacles, and prevent challenges from encountering major reading problems after enrollment.

There are different sub -categories within the reading impairment, and the severity of the individual is also different. Therefore, specific intervention measures must vary from person to person. Overall, the sooner the diagnosis and intervention, the better, the nervous system of the brain is plastic, and the younger the age, the greater the plasticity; the professional teachers must provide intervention. I also know which intervention methods have been scientifically verified; high -intensity dense teaching is essential. From a biological perspective, training must be sufficient to achieve a sufficient amount to complete the nervous system.

So far, the research results of children's reading impairment children are not too small, but the theoretical system that fits the attributes of Chinese characters has not yet been formed; on the other hand, the work of screening, diagnosis, evaluation, intervention and other applications is very limited., Urgently need to increase the investment of human and material resources.Only by penetrating theory and applications, the two go hand in hand can we make more people truly understand the developmental disability, better speak for these children, and strive for the opportunity to develop equal development.(Author: Liang Dandan, a professor at the School of Arts of Nanjing Normal University)

【Edit: Ye Pan】

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