汉语阅读障碍儿童焦虑和抑郁水平的发展变化
Developmental Changes of Anxiety and Depression in Chinese Children with Developmental Dyslexia
DOI: 10.12677/AP.2018.89162, PDF,  被引量   
作者: 杨 悦, 刘梦连, 赵 婧：首都师范大学心理学院，北京市“学习与认知”重点实验室，北京
关键词: 发展性阅读障碍；抑郁；焦虑；汉语流畅阅读；Chinese Developmental Dyslexia； Depression； Anxiety； Reading Fluency
摘要: 目的：探讨不同年龄段的汉语发展性阅读障碍儿童的焦虑、抑郁水平，及其与汉语流畅阅读能力的关系。方法：以34名阅读障碍(以下简称DD)儿童和38名正常(以下简称TD)儿童为考察对象，其中包括低年龄组(<10岁；16DD，19TD)和高年龄组(≥10岁；18DD，19TD)两组，系统地考察了儿童的抑郁、焦虑水平及儿童在基本加工层面、单字和句子水平的流畅阅读水平。结果：DD儿童的抑郁总分高于TD儿童；DD儿童学校恐怖得分显著高于TD儿童；儿童焦虑、抑郁情绪越强，数字快速命名速度越慢。结论：汉语阅读障碍儿童表现出焦虑和抑郁情绪问题，并且其焦虑情绪呈发展性增强的趋势；阅读障碍儿童的负性情绪可能会加重其阅读困难。
Abstract: Objective: To explore the level of anxiety and depression in Chinese children with developmental dyslexia at different ages and their relationship with fluent reading in Chinese. Methods: 34 children with dyslexia (DD) and 38 normal (TD) children were investigated as subjects, including the low age group (<10 years of age; 16DD, 19TD) and the high age group (>10 years old; 18DD, 19TD). Children’s depression self-rating scale and anxiety disorder screening scale were used to examine the level of depression and anxiety. Meanwhile, reading fluency in Chinese was measured in basic, single-character and sentence levels. Results: The total score of depression in DD children was higher than that of TD children. In addition, DD children’s school phobia scores were significantly higher than those of TD children. Results of correlation analysis showed that for most children, the stronger the anxiety and depression were, the lower the speed of digital rapid naming was. Conclusion: Chinese children with developmental dyslexia have anxiety and depression problems, and their anxiety has a tendency to developmental increase. Negative emotions in children with dyslexia may amplify their reading difficulties.
文章引用：杨悦, 刘梦连, 赵婧 (2018). 汉语阅读障碍儿童焦虑和抑郁水平的发展变化. 心理学进展, 8(9), 1388-1395. https://doi.org/10.12677/AP.2018.89162

参考文献

[1] 桑标, 陈琳, 王振(2006). 运用反应时探究小学生情绪认知发展特点. 中国心理卫生杂志, 20(12), 828-831.
[2] 苏林雁, 王凯, 朱焱等(2003). 儿童抑郁障碍自评量表的中国城市常模. 中国心理卫生杂志, 17(8), 547-549.
[3] 王凯, 苏林雁, 朱焱等(2003). 儿童焦虑性情绪障碍筛查表的中国城市常模. 中国临床心理学杂志, 10(4), 270-272.
[4] 王孝玲, 陶保平(1993). 小学生识字量测试题库及评价量表. 上海: 上海教育出版社.
[5] 张厚粲, 王晓平(1985). 瑞文标准推理测验手册(中国城市修订版). 北京: 北京师范大学出版社.
[6] 赵婧, 毕鸿燕, 杨炀(2012). 汉语发展性阅读障碍儿童的快速命名与正字法加工技能. 中国心理卫生杂志, 26(1), 36-40.
[7] Araujo, S., Faisca, L., Bramao, I. et al. (2015). Lexical and Sublexical Orthographic Processing: An ERP Study with Skilled and Dyslexic Adult Readers. Brain and Cognition, 141, 16-27.
[8] Britt, H., Aryan, L., Ellie, S. et al. (2016). Dichotic Listening as an Index of Lateralization of Speech Perception in Familial Risk Children with and without Dyslexia. Brain and Cognition, 9, 75-83.
[9] Carroll, J. M., & Iles, J. E. (2006). An Assessment of Anxiety Levels in Dyslexic Students in Higher Education. British Journal of Educational Psychology, 76, 651-662.[CrossRef] 
[10] Davis, K., Margolis, A. E., Thomas, L. et al. (2017). Amygdala Sub-Regional Functional Connectivity Predicts Anxiety in Children with Reading Disorder. Developmental Science, 1326-1336.
[11] Ghisi, M., Bottesi, G., Re, A. M. et al. (2016). Socioemotional Features and Resilience in Italian University Students with and without Dyslexia. Frontiers in Psychology, 7.[CrossRef] [PubMed]
[12] Gregg, N., Hoy, C., King, M. et al. (1992). The MMPI-2 Profile of Adults with Learning Disabilities in University and Rehabilitation Settings. Journal of Learning Disabilities, 25, 386-395.[CrossRef] [PubMed]
[13] Jordan, J. A., McGladdery, G., & Dyer, K. (2014). Dyslexia in Higher Education: Implications for Maths Anxiety, Statistics Anxiety and Psychological Well-Being. Dyslexia, 20, 225-240.[CrossRef] [PubMed]
[14] Joshi, M. S., & Maclean, M. (1994). Indian and English Children’s Understangding of the Distinction between Real and Apparent Emotion. Child Development, 65, 1372-1384.[CrossRef] [PubMed]
[15] Kim, Y. S., Wagner, R. K., & Foster, E. (2011). Relations among oral Reading fluency, Silent Reading fluency, and Reading Comprehension: A Latent Variable Study of first-Grade Readers. Scientific Studies of Reading, 15, 338-362.[CrossRef] [PubMed]
[16] Lavric, A., Rippon, G., & Gray, J. R. (2003). Threat-Evoked Anxiety Disrupts Spatial Working Memory Performance: An Attentional Account. Cognitive Therapy & Research, 27, 498-504.[CrossRef] 
[17] Meer, Y., Breznitz, Z., & Katzir, T. (2016). Calibration of Self-Reports of Anxiety and Physiological Measures of Anxiety While Reading in Adults with and without Reading Disability. Dyslexia, 22, 267-284.[CrossRef] [PubMed]
[18] Nelson, J. M., & Gregg, N. (2012). Depression and Anxiety among Transitioning Adolescents and College Students with ADHD, Dyslexia, or Comorbid ADHD/Dyslexia. Journal of Attention Disorders, 16, 244-254.[CrossRef] [PubMed]
[19] Nelson, J. M., & Liebel, S. W. (2017). Socially Desirable Res-ponding and College Students with Dyslexia: Implications for the Assessment of Anxiety and Depression. Dyslexia, 24, 44-58.
[20] Olulade, O. A., Napoliello, E. M., & Eden, G. F. (2013). Abnormal Visual Motion Processing Is Not a Cause of Dyslexia. Neuron, 79, 180-190.[CrossRef] [PubMed]
[21] Pessoa, L. (2009). How Do Emotion and Motivation Direct Executive Control. Trends in Cognitive Sciences, 13, 160-166.[CrossRef] [PubMed]
[22] Ramus, F., Rosen, S., Dakin, S. C. et al. (2003). Theories of Developmental Dyslexia: Insights from a Multiple Case Study of Dyslexic Adults. Brain, 126, 841-865.[CrossRef] [PubMed]
[23] Terras, M. M., Thompson, L. C., & Minnis, H. (2009). Dyslexia and Psycho-Social Functioning: An Exploratory Study of the Role of Self-Esteem and Understanding. Dyslexia, 15, 304-327.[CrossRef] [PubMed]
[24] Tobia, V., Bonifacci, P., Ottaviani, C. et al. (2016). Reading under the Skin: Physiological Activation during Reading in Children with Dyslexia and Typical Reader. Annals of Dyslexia, 66, 171-186.[CrossRef] [PubMed]
[25] Tong, X., Tong, X., & King, Y. F. (2017). Beyond Auditory Sensory Processing Deficits: Lexical Tone Perception Deficits in Chinese Children with Developmental Dyslexia. Journal of Learning Disabilities, 51, 293-301.[CrossRef] [PubMed]
[26] Whitehouse, A. J. O., Spector, T. D., & Cherkas, L. F. (2009). No Clear Genetic Influences on the Association between Dyslexia and Anxiety in a Population-Based Sample of Female Twins. Dyslexia, 15, 282-290.[CrossRef] [PubMed]
[27] Zhao, J., Kwok, R. K. W., Liu, M. et al. (2016). Underlying Skills of Oral and Silent Reading Fluency in Chinese: Perspective of Visual Rapid Processing. Frontiers in Psychology, 7, 307-317.
[28] Zhao, J., Liu, M., Liu, H. et al. (2018). Increased Deficit of Visual Attention Span with Development in Chinese Children with Developmental Dyslexia. Scientific Reports, 8, Article No. 3153.[CrossRef] [PubMed]