The Relationship Between Cognitive Flexibility And Reading Ability And Its Promote Research On Third-grade Pupils

Reading as a complex cognitive process,requiring individuals to process multiple aspects of print concurrently,such as phonological,semantics,orthographic and context information.cognitive flexibility refers to the ability to handle multiple aspects of information simultaneously,that is,to maintain two or more rules at the same time,and flexibly convert between rules,cognitive flexibility and reading both require individuals to pay attention to different aspects of the stimulus information simultaneously.Improving reading ability depends on the cognitive flexibility.This study selected the pupils of the third-grade as participants,to discuss the relationship between cognitive flexibility and reading ability,and to explore the intervention effect of specific-domain cognitive flexibility training on the reading ability promotion.The study has two parts.The first part is the relationship between the cognitive flexibility and reading ability in third-grade students.In order to explore the relationship between cognitive flexibility and reading ability,we used the Wisconsin card sorting test,graphophonological-semantic specific-domain cognitive flexibility classification card and reading ability questionnaire to measured about 200 third grade pupils in a primary school in Baoding.The second part is a training about the graphophonological-semantic specific-domain cognitive flexibility.We select 52 pupils whose reading scores lower 27% among 195 valid subjects.These pupils do not exist significant differences on reading scores,general-domain cognitive flexibility and specific-domain cognitive flexibility.The pupils were randomly divided into the experimental group and the control group,respective 26 pupils.The experimental group requires graphophonological-semantic specific-domain cognitive flexibility training,60 minutes at a time,once a week for six weeks.The control group with normal teaching.After the training,We will assess the intervention effect according to the measurement of transverse and longitudinal comparison about pre-test and post-test.Results showed that: 1.There is a significant positive correlation between general-domain cognitive flexibility,specific-domain cognitive flexibility and reading ability of third-gradepupils 2.graphophonological-semantic specific-domain cognitive flexibility made a more contrbution to reading ability over the contrbution made by general-domain cognitive flexibility.3.After the graphophonological-semantic specific-domain cognitive flexibility training,compared with the control group of pupils,the experimental group pupils' graphophonological-semantic specific-domain cognitive flexibility and reading ability were improved significantly.