| Dyslexia is a specific learning disorder caused by neurological diversities,mainly characterized by difficulties in spelling,decoding,and recognizing vocabulary.In research on dyslexia in phonetic scripts,phonological processing deficits are considered the core defect of dyslexia,while in Chinese dyslexia research,researchers generally believe that visual-spatial abilities play a more important role in Chinese reading.By reviewing previous research on the relationship between visual-spatial abilities and reading abilities,it is clear that visual-spatial abilities play an important role in reading abilities(such as reading fluency and reading comprehension).However,there has been no study systematically explore the relationship between the three most important sub-dimensions of visual-spatial abilities(i.e.visual-spatial perception,visual-spatial attention,and visual-spatial memory)and reading abilities,and the mechanism by which visual-spatial abilities affect reading abilities is still unclear.Moreover,previous studies have mainly used surveys to explore the relationship between visual-spatial abilities and reading abilities,and a little intervention experiments study was used to verify whether the improvement of visual-spatial abilities can effectively promote the development of reading abilities.Therefore,this study systematically explores the effect of visual-spatial abilities on the reading abilities of primary school students with dyslexia.First,investigate the impact of visual-spatial abilities on reading abilities.Then,through intervention experiments,further clarification is made on the improvement effect of visual-spatial abilities intervention training on the reading abilities of elementary school Chinese students with dyslexia.Study 1: Investigating the impact of visual-spatial abilities on reading abilities.Firstly,Pearson correlation analysis was conducted between the visual-spatial abilities(including visual-spatial perception,visual-spatial attention,and visual-spatial memory)of 445 participants and their orthographic awareness,reading fluency,and reading comprehension,exploring the relationships between variables.Secondly,using regression analysis,the direct effects of visual-spatial perception,visual-spatial attention,and visual-spatial memory on orthographic awareness,reading fluency,and reading comprehension,as well as the effects of orthographic awareness and reading fluency on reading comprehension were explored,providing a basis for constructing a structural equation model of their relationships.Finally,based on the existing theoretical research and the results of the above statistical analyses,a chained mediation structural equation model between visual-spatial abilities and reading comprehension was constructed to explore the direct and indirect effects of each sub-dimension of visual-spatial abilities on reading comprehension.Study 2: based on the initial exploration of the relationship and chained mediation structural equation model between visual-spatial abilities and reading abilities in Study 1,will conduct an intervention experiment to test whether the improvement of visual-spatial abilities can promote the development of reading abilities in Chinese elementary school students with dyslexia.Using a quasi-experimental design,37 Chinese elementary school students with dyslexia were selected from 445 participants based on the screening criteria for dyslexia.The37 Chinese elementary school students with dyslexia were divided into two groups according to their visual-spatial abilities and reading abilities,and one group was randomly selected as the experimental group(19 students),while the other group was the control group(18 students).The visual-spatial abilities intervention training was the independent variable,and visualspatial abilities(including visual-spatial perception,visual-spatial attention,and visual-spatial memory)and reading abilities(including orthographic awareness,reading fluency,and reading comprehension)were the dependent variables.The experimental group of Chinese elementary school students with dyslexia received 35 sessions of visual-spatial abilities intervention training,while the control group received regular delayed teaching services.before and after the intervention,both groups of students with dyslexia underwent tests on visual-spatial perception,visual-spatial attention,visual-spatial memory,orthographic awareness,reading fluency,and reading comprehension to evaluate whether visual-spatial abilities intervention training would further improve the reading abilities of students with dyslexia after improving their visual-spatial abilities.The results of Study 1 are as follows:(1)Visual-spatial perception can directly affect reading comprehension;visual-spatial perception can indirectly affect reading comprehension through orthographic awareness and reading fluency;orthographic awareness and reading fluency play a chain mediating role in the impact of visual-spatial perception on reading comprehension.(2)Visual-spatial attention can directly affect reading comprehension;visualspatial attention can indirectly affect reading comprehension through orthographic awareness and reading fluency;orthographic awareness and reading fluency play a chain mediating role in the impact of visual-spatial attention on reading comprehension.(3)Visual-spatial memory can directly affect reading comprehension;visual-spatial memory can indirectly affect reading comprehension through orthographic awareness and reading fluency;orthographic awareness and reading fluency play a chain mediating role in the impact of visual-spatial memory on reading comprehension.The results of Study 2 are as follows:(1)In pre-test,there was no significant difference in visual-spatial abilities and reading abilities between the experimental group of Chinese elementary school students with dyslexia and the control group of Chinese elementary school students with dyslexia.(2)After intervention the comparison of pre-test and post-test results between the experimental and control groups Chinese elementary school with dyslexia showed significant differences in the differences between pre-and post-test scores for visual-spatial perception,visual-spatial memory,orthographic awareness,reading fluency,and reading comprehension.However,there was no significant difference between pre-and post-test scores for visual-spatial attention in the two groups of Chinese elementary school students with dyslexia. |
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