英语发展性阅读障碍的训练程序

The Treatment Programs for English Developmental Dyslexia

英语发展性阅读障碍的成因解释有三种倾向：基于语言的，非语言的，以及二者兼有的。语言学取向者认为障碍发生在语言学层次上，尤其是语音障碍；非语言学取向者认为有着更基本的视听知觉障碍，尤其是听觉时间加工缺陷；基于流畅性的双重障碍假说则认为二者兼有。根据这三类假设，研究者们开发了与之相应的基于语音意识缺陷、听觉时间加工缺陷和双重障碍的训练方案，其设计思路、材料选择和程序安排，对中文发展性阅读障碍的训练研究，有一定参考价值。

Three theories， phonological hypothesis， perceptual hypothesis， and double-deficit， are generally proposed for the causes of English developmental dyslexia (DD). The first takes phonological deficit for the core problem of DD， and the second emphasizes that dyslexics have more fundamental visual-auditory perceptual processing deficit， especially auditory temporal processing deficit. The third， Double-deficit hypothesis， considers both the phonological and rapid naming deficit cause reading failure. Many treatment programs based on these hypotheses are contrived to improve reading performance of DD. Several typical treatment programs， which are theoretically based upon phonological deficit， auditory temporal processing deficit and double-deficit hypothesis， are introduced in the paper.