The Effect Of Action On Improving The Ability Of Graphemes-phonemes Binding In Chinese Children With Developmental Dyslexia

Developmental dyslexia in one of the most common learning disorders in children and adolescents.Revealing the cause of dyslexia is necessary for the intervention of this disorder.At present,researches at home and abroad have shown that children with developmental dyslexia have the defect of graphemes-phonemes binding.The aim of this study was to investigate the effects of action on picture-phonological and orthographic-phonological binding in children with Chinese developmental dyslexia.In Experiment 1,56 children with developmental dyslexia were screened out based on a set of tests about learning motivation,intelligence and literacy,and 56 children in the age controlled group were screened out to match their learning motivation and intelligence.Children of each type were divided into two groups.One group performed picture-phonological binding by following the experimenter to reapt and imitating the animal’s posture,while the other group performed picture-phonological binding only by following the experimenter to repeat.The results showed that,first,the performance of children with dyslexia was significantly lower than that of children in the controlled group whether with or without action condition,indicating that children with dyslexia were deficient in picture-phonological binding ability.Second,both dyslexic and age-controlled children showed significant improvement in picture-phonological binding performance at the add of action.On the basis of Experiment 1,Experiment 2 improved the ecological validity of Experiment 1,and further explored the effect of action on the orthographic-phonological binding ability of Chinese developmental dyslexia children.According to the standard of Experiment 1,46 children with developmental dyslexia and 46 children in age control group were selected again.Except that the visual stimulus materials were changed from artificial animal pictures to irregular Chinese characters unfamiliar to children,the other procedures were the same as Experiment 1.The results showed that:(1)the scores of children with dyslexia were significantly lower than those of children in age control group,indicating that children with Chinese developmental dyslexia had the defect of orthographic-phonological binding;(2)the action did not improve the ability of orthographic-phonological binding of Chinese developmental dyslexia children.In conclusion,this study not only expanded previous studies,but also explored the effects of actions on children’s picture-phonological binding ability and orthographic-phonological binding ability,provided scientific guidance for the improvement of children’s graphemes-phonemes binding ability and a new perspective for future related studies.