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【目的】比较阅读技能训练对汉语发展性阅读障碍儿童治疗前后听觉事件相关电位的影响。【方法】选择小学3～5年级汉语发展性阅读障碍学生60名,按抽签法随机分成训练组和对照组,训练组由经过培训的训练师对其进行为期7周的阅读技能训练。对照组进行常规治疗,不进行特殊阅读技能训练。训练前后进行听觉事件相关电位检测,对事件相关电位P3波进行比较。并对训练前后患儿的语文成绩、阅读成绩和阅读出错率进行比较。【结果】汉语发展性阅读障碍患儿训练后,其P3波潜伏期较训练前缩短,波幅增高(t=4.647,t=-4.309,P均<0.01),患儿的训练前后语文成绩,阅读成绩及阅读出错率间差异均有统计学意义(P<0.01)。对照组前后两次P3波潜伏期及波幅间差异无统计学意义(P>0.05)。【结论】阅读技能训练能够有效的改善阅读障碍患儿的听觉认知加工能力,提高其阅读水平。
【Objective】 To compare the effect of reading skill training on the auditory event-related potential before and after treatment of children with dyslexic dyslexia in China. 【Methods】 Sixty students with dyslexia dyslexia from grade 3 to grade 5 in primary school were selected and randomly divided into training group and control group by lottery method. The training group was trained by trained trainer for 7 weeks. Control group for routine treatment, without special reading skills training. Before and after training auditory event-related potential detection, event-related potential P3 wave comparison. The children’s language scores, reading scores and reading error rates before and after training were compared. 【Results】 The latent period of P3 wave in Chinese children with developmental dyslexia was shortened and the amplitude was increased before training (t = 4.647, t = -4.309, P <0.01, P <0.01). The Chinese language scores, reading scores And reading error rate were statistically significant (P <0.01). There were no significant differences in latency and amplitude between the two P3 waves before and after the control group (P> 0.05). 【Conclusion】 Reading skill training can effectively improve the cognitive processing ability of children with dyslexia and improve their reading ability.