Characteristics And Intervention Of Visual Working Memory In Chinese Children With Dyslexia

Whether in the phonetic alphabet system or in the combination of ideograms and pinyin,many individuals with reading difficulties will be found.Moreover,studies have shown that the incidence of dyslexia accounts for about 5%-17% of the population,and has become the most common learning difficulty phenomenon for school-age children.As we all know,the process of individual learning,reading and so on is a very complicated cognitive process,which includes a series of processing processes such as input,encoding,storage and decoding of visual and voice information.Especially in the Chinese language environment,because of the uniqueness of the Chinese character system,higher requirements are placed on the ability to encode and decode the individual's shape and shape.When learning,individuals not only rely on the processing of speech working memory,but also the processing of visual working memory plays an important role in the individual learning process.Therefore,it is very necessary to study the characteristics of visual working memory of students with reading difficulties.In order to explore the characteristics of visual work memory and intervention in Chinese dyslexia children,this study designed three studies: the first is the study of the visual and objective working memory characteristics of Chinese dyslexia children.The purpose is to explore the visual perception of children with dyslexia and ordinary children.Whether there are differences in the results of the task,to reveal the difference between Chinese dyslexia and ordinary children in visual object working memory;the second study is the study of visual spatial working memory characteristics of Chinese dyslexia children,the purpose of which is to explore Chinese dyslexia children and ordinary Whether children's scores in the recall paradigm are different to reveal the differences between Chinese dyslexia and ordinary children in visual spatial working memory;Study 3 is the intervention study of Chinese dyslexia subjects,and explore Chinese writing materials for students with dyslexia The intervention effect of visual working memory.This study designed a single subject experiment to intervene in the visual working memory of Chinese dyslexia subjects.Through the analysis and discussion of the experimental results,the following conclusions are drawn:1.The visual object working memory of Chinese dyslexia children is flawed.The correctrate of visual object working memory in children with dyslexia is significantly lower than that of ordinary children.2.There is a defect in the visual spatial working memory of children with dyslexia in Chinese.The correct rate of visual memory in the visual material level of children with dyslexia is significantly lower than that of ordinary children.3.Using Chinese text materials to train visual working memory for Chinese children with dyslexia can improve their visual working memory ability.