[1] 周晓林, 孟祥芝, 陈宜张. 发展性阅读障碍的脑功能成像研究 [J]. 中国 神经 科学 杂志, 2002(2): 568-572. (ZHOU X L, MENG X Z, CHEN Y Z. Brain imaging studies of developmental dyslexia[J]. Neuroscience bulletin, 2002(2): 568-572.)
[2] 束漫, 宋双秀. 公共图书馆“读写困难症” 儿童服务的推广问题研究[J]. 图书馆杂志, 2015, 34(10): 13-19, 84. (SHU M, SONG S X. Research on services promotion for dyslexic children in Chinese public libraries[J]. Library journal, 2015, 34(10): 13-19, 84.)
[3] 束漫. 我国公共图书馆为阅读障碍人群服务研究[J]. 国家 图书 馆学 刊, 2015, 24(6): 47-53. (SHU M. Research on public library service for people with dyslexia[J]. Journal of the National Library of China, 2015, 24(6): 47-53.)
[4] 宗何婵瑞, 束漫. 基于PAPA角度探讨加拿大公共图书馆“读写困难症” 群体服务[J]. 图书馆杂志, 2015, 34(10): 20-25. (ZONG H C R, SHU M. Discussion on services for dyslexia groups in Canadian public libraries from the perspective of PAPA[J]. Library journal, 2015, 34(10): 20-25.)
[5] 束漫, 孙蓓. 图书馆“阅读障碍症” 群体服务的理论与实践 [J]. 中国图书馆学报, 2014, 40(4): 92-99. (SHU M, SUN B. Theories and practice of library services to people with dyslexia[J]. Journal of library science in China, 2014, 40(4): 92-99.)
[6] 田花蔓, 束漫, 王波. 美国公共图书馆“阅读障碍症” 群体服务研究[J]. 图书情报工作, 2014, 58(12): 40-44, 25. (TIAN H M, SHU M, WANG B. Research on services to dyslexia groups in American public libraries[J]. Library and information service, 2014, 58(12): 40-44, 25.)
[7] 苏丽平, 束漫. 亚洲部分地区“阅读障碍症”群体服务研究[J]. 图书情报工作, 2014, 58(12): 56-63. (SU L P, SHU M. Research on services to dyslexia groups in Asia[J]. Library and information service, 2014, 58(12): 56-63.)
[8] 王蓉, 苏丽平, 田花蔓, 等. 我国公共图书馆“读写障碍症” 服务的调查与对策分析[J]. 图书情报工作, 2014, 58(12): 64-70. (WANG R, SU L P, TAIN H M, et al. Research on services to dyslexia groups in Chinese public libraries[J]. Library and information service, 2014, 58(12): 64-70.)
[9] 宋双秀, 束漫. 英国公共图书馆“阅读障碍症” 群体服务研 究[J]. 国家 图书 馆学 刊, 2014, 23(4): 3-9, 22. (SONG S X, SHU M. Research on services for dyslexia group in British Public Libraries[J]. Journal of the national library of China, 2014, 23(4): 3-9, 22.)
[10] 宋双秀, 束漫. 英国高校图书馆面向阅读障碍症群体的服务及其启示[J]. 大学图书馆学报, 2013, 31(6): 18-23. (SONG S X, SHU M. Research on services for dyslexia group in British University Libraries[J]. Journal of Academic Libraries, 2013, 31(6): 18-23.)
[11] 李欢, 林佳英, 王梦溪, 等. 美国各州阅读障碍法案的历史、 现状与困境[J]. 中国特殊教育, 2020(9): 60-67, 96. (LI H, LIN JY, WANG M X, et al. The History, Status and dilemma of dyslexia laws in inclusive education settings in United States[J]. Chinese journal of special education, 2020(9): 60-67, 96.)
[12] 李欢, 龙艳林. 近十年国内外汉语阅读障碍干预研究的现状与展望[J]. 中国特殊教育, 2019(7): 47-54. (LI H, LONG Y L. Status quo and prospects of intervention research in Chinese dyslexia in the past decade[J]. Chinese journal of special education, 2019(7): 47-54.)
[13] 李欢, 张晓玟, 韦玲, 等. 近十年英汉阅读障碍干预方法的比较研究[J]. 现代特殊教育, 2019(2): 49-57. (LI H, ZHANG XW, WEI L, et al. A Comparative study on intervention methods for English and Chinese dyslexia in the recent decade[J]. Journal of modern special education, 2019(2): 49-57.)
[14] 马捷, 李洪晨, 郝志远. 阅读媒介会导致发展性阅读障碍吗?——一项面向学龄儿童群体的实证研究[J]. 中国图书馆学报, 2022, 48(5): 59-72. (MA J, LI HC, HAO ZY. Will reading media cause developmental dyslexia? An empirical study for school-age children[J]. Journal of library science in China, 2022, 48(5): 59-72.)
[15] 朱滢. 实验心理学[M]. 2版. 北京: 北京大学出版社, 2009. (ZHU Y. Experimental psychology[M]. 2nd ed. Beijing: Peking University Press, 2009.)
[16] 张树东, 张文秀. 汉语发展性阅读障碍儿童的语素意识研究述评[J]. 中国特殊教育, 2018(2): 33-37, 58. (ZHANG S D, ZHANG W X. A review of the researches into the morphological awareness of children with Chinese-Language developmental dyslexia[J]. Chinese journal of special education, 2018(2): 33-37, 58.)
[17] 沈丹丹. 语音意识和正字法意识对汉语发展性阅读障碍儿童的阅读能力的影响[D]. 南京: 南京师范大学, 2017. (SHEN DD. The effects of phonological awareness and orthographic awareness on the reading ability of children with developmental dyslexia in Chinese language[D]. Nanjing: Nanjing Normal University, 2017.)
[18] 贾丽萍, 邢龙雪, 张现代, 等. 汉语发展性阅读障碍与工作记忆关系的元分析[J]. 中国健康心理学杂志, 2022, 30(3): 406-412. (JIA LP, XING X L, ZHANG X D, et al. Meta-analysis of relationship between the Chinese developmental dyslexia and working memory[J]. China journal of health psychology, 2022, 30(3): 406-412.)
[19] 李杰, 杨悦, 赵婧. 汉语发展性阅读障碍儿童视觉同时性加工技能子成分的发展及其与阅读的关系[J]. 心理学报, 2021, 53(8): 821-836. (LI J, YANG Y, ZHAO J. The development of visual simultaneous processing skill subcomponents of Chinese children with developmental dyslexia and the relationship with reading[J]. Acta psychologica sinica, 2021, 53(8): 821-836.)
[20] 王久菊, 孟祥芝, 李虹, 等. 汉语发展性阅读障碍诊断与干预的专家意见[J]. 中国心理卫生杂志, 2023, 37(3): 185-191. (WANG J J, MENG X Z, LI H, et al. Expert advice on the diagnosis and intervention of Chinese developmental dyslexia[J]. Chinese mental health journal, 2023, 37(3): 185-191.)
[21] 崔楠, 王久菊, 赵婧. 注意缺陷多动障碍-发展性阅读障碍共患儿童的干预效果及其内在机理[J]. 心理科学进展, 2023, 31(4): 622-630. (CUI N, WANG J J, ZHAO J. Effectiveness and underlying mechanism of the intervention for children with comorbidity between attention deficit hyperactivity disorder and developmental dyslexia[J]. Advances in psychological science, 2023, 31(4): 622-630.)
[22] 王久菊, 孙黎, 舒华, 等. 注意缺陷多动障碍共患阅读障碍: 认知-脑-基因的多维度研究进展[J]. 生物化学与生物物理进展, 2020, 47(11): 1135-1144. (WANG J J, SUN L, SHU H, et al. The multidimensional research progress in attention-deficit/hyperactivity disorder comorbid with dyslexia: from gene, brain to behavior[J]. Progress in biochemistry and biophysics, 2020, 47(11): 1135-1144.)
[23] 宋然然. 儿童汉语阅读障碍的发生机制研究[D]. 武汉: 华中 科技 大学, 2006: 31-35. (SONG R. Neuropsychological mechanism of Chinese children with dyslexia[D]. Wuhan: Huazhong University of Science and Technology, 2006.)
[24] 陈雨婷. 小学中段学生汉语发展性阅读障碍的成因及对策研究 [D]. 成都: 四川师范大学, 2020. (CHEN Y T. A study on the causes and countermeasures of Chinese developmental dyslexia on primary middle-level pupils[D]. Chengdu: Sichuan Normal University, 2020.)
[25] 白利园. 阅读障碍的语音加工缺陷与干预研究[D]. 石家庄: 河北师范大学, 2016. (BAI L Y. The research of intervention and phonological defect of dyslexia[D]. Shijiazhuang: Hebei Normal University, 2016.)
[26] WANG J H, WU K C, MO J H, et al. Remediation of a phonological representation deficit in Chinese children with dyslexia: a comparison between metalinguistic training and working memory training[J]. Developmental science, 2021, 24(3): 1-15.
[27] 宋华, 张厚粲, 舒华. 在中文阅读中字音、字形的作用及其发展转换[J]. 心理学报, 1995(2): 139-144. (SONG H, ZHANG H C, SHU H. The developmental shift of the role of graphic code and phonetic code in Chinese reading[J]. Acta psychologica sinica, 1995(2): 139-144.)
[28] JONES M W, BRANIGAN H P, KELLY M L. Dyslexic and no dyslexic reading fluency: Rapid automatized naming and the importance of continuous lists[J]. Psychonomic bulletin & review, 2009, 16(3): 567-572.
[29] WANG C C. Learning to read Chinese: the roles of phonological awareness and morphological awareness[D]. Illinois: University of Illinois at Urbana-Champaign, 1999.
[30] GALABURDA A M, MENARD M T, ROSEN G D. Evidence for aberrant auditory anatomy in developmental dyslexia[J]. Proceedings of the National Academy of Sciences, 1994, 91(17): 8010-8013.
[31] 李明伟. 媒介形态理论研究[D]. 北京: 中国社会科学院研究 生院, 2005. (LI M W. Research on media form theory[D]. Beijing: Graduate School of Chinese Academy of Social Sciences, 2005.)
[32] 杨飒, 季雨竹, 刘梦连, 等. 汉语阅读障碍儿童的视觉空间注意能力及其与汉语阅读的关系[J]. 中国心理卫生杂志, 2020, 34(8): 673-678. (YANG S, JI Y Z, LIU M L. Ability of visual spatial attention and its relationship with Chinese reading in Chinese children with developmental dyslexia[J]. Chinese mental health journal, 2020, 34(8): 673-678.)
[33] 贾丽萍, 邢龙雪, 张现代, 等. 汉语发展性阅读障碍与工作记忆关系的元分析[J]. 中国健康心理学杂志, 2022(3): 406-412. (JIA L P, XING L X, ZHANG X D, et al. Meta-analysis of relationship between the Chinese developmental dyslexia and working memory[J]. China journal of health psychology, 2022(3): 406-412.)
[34] 王孝玲, 陶保平. 小学生识字量测试题库及评价量表[M]. 上海: 上海教育出版社, 1996: 78. (WANG X L, TAO B P. Item bank and evaluation scale of literacy test for primary school students[M]. Shanghai: Shanghai Educational Publishing House, 1996: 78.)
[35] 薛锦, 舒华. 快速命名对汉语阅读的选择性预测作用[J]. 心理发展与教育, 2008, 24(2): 97-101. (XUE J, SHU H. Selective predictive value of RAN on Chinese reading[J]. Psychological development and education, 2008, 24(2): 97-101.)
[36] 李清, 王晓辰. 语音加工抑或是正字法加工缺陷———汉语阅读碍的认知特点与缺陷[J]. 心理研究, 2015, 8(2): 32-39. (LI Q, WANG X C. Phonetic processing or orthographic processing deficit？ A study on the cognitive processing and its deficit of Chinese reading disability [J]. Psychological research, 2015, 8(2): 32-39.)
[37] 吴汉荣, 宋然然, 姚彬. 儿童汉语阅读障碍量表的初步编制[J]. 中国学校卫生, 2006, 27(3): 189-190. (WU H R, SONG R R, YAO B. The establishment of dyslexia checklist for Chinese children [J]. Chinese journal of school health, 2006, 27(3): 189-190.)
[38] 孟祥芝, 刘红云, 周晓林, 等. 中文读写能力及其相关因素的结构模型[J]. 心理发展与教育, 2003, 19(1): 37-43. (MENG X Z, LIU H Y, ZHOU X L, et al. Structure model of Chinese reading abilities and its correlates [J]. Psychological development and education, 2003, 19(1): 37-43.)
[39] AARON P G. Can reading disabilities be diagnosed without using intelligence tests? [J]. Journal of learning disabilities, 1991: 24.
[40] 白丽茹. 阅读障碍检测及亚类型鉴定新途径[M]. 天津: 南开 大学 出版 社, 2017: 231-276. (BAI L R. A new approach to dyslexia detection and subtype identification [M]. Tianjin: Nankai University Press, 2017: 231-276.)
[41] 薛锦, 舒华, 杨剑锋, 等. 发展性阅读障碍亚类型研究中的问 题[J]. 中国 特殊 教育, 2008(3): 48-52, 58. (XUE J, SHU H, YANG J F, et al. Influence of ADHD on reading dyslexia: the evidence from decoding and language comprehension disability[J]. Chinese journal of special education, 2008(3): 48-52, 58.)
[42] 刘文理, 刘翔平, 张婧乔. 汉语发展性阅读障碍亚类型的初 步探 讨[J]. 心理 学报, 2006(5): 681-693. (LIU W L, LIU X P, ZHZANG J Q. A preliminary study subtype of Chinese developmental dyslexia[J]. Acta psychologica sinica, 2006(5): 681-693.)
[43] MORRIS R D, STUEBING K K, FLETCHER J M, et al. Subtypes of reading disability: variability around a phonological core[J]． Journal of educational psychology, 1998, 90(3): 347-373.
[44] 吴思娜, 舒华, 王彧. 4～ 6年级小学生发展性阅读障碍的异质性研究[J]. 心理发展与教育, 2004(3): 46-50. (WU S N, SHU H, WANG Y. The heterogeneity of Chinese developmental dyslexia[J]. Psychological development and education, 2004(3): 46-50.)
[45] SHU H, MCBRIDE-CHANG C, WU S, et al. Understanding Chinese developmental dyslexia: morphological awareness as a core cognitive construct[J]. Journal of educational psychology, 2006, 98: 122-133.
[46] CASTLES A, COLTHEART M. Varieties of developmental dyslexia[J]. Cognition, 1993, 47(2): 149-180.
[47] HO C S, CHAN D W, CHUNG K K, et al. In search of subtypes of Chinese developmental dyslexia[J]. Journal of experimental child psychology, 2007(97): 61-83.
[48] 孟泽龙, 张逸玮, 毕鸿燕. 发展性阅读障碍亚类型研究进展 [J]. 心理发展与教育, 2017, 33(1): 113-121. (MENG Z L, ZHANG Y W, BI H Y. Advances in research on subtypes of developmental dyslexia [J]. Psychological development and education, 2017, 33(1): 113-121.)
[49] Engel, de Abreu, P M J, Gathercole S E. Executive and phonological processes in second language acquisition[J]. Journal of education psychology.2012, 104(4): 974-986.
[50] TAN L H, JOHN A S, GUINEVERE F E, et al. Reading depends on writing in Chinese[J]. PNAS, 2005, 102(24): 8781-8785.
[51] 孟祥芝, 沙淑颖, 周晓林. 语音意识、快速命名与中文阅读[J]. 心理科学, 2004(6): 1326-1329. (MENG X Z, SHA S Y, ZHOU X L. Phonological awareness, naming speed and Chinese reading [J]. Journal of psychological science, 2004(6): 1326-1329.)
[52] HO C S H, CHAN D W O, LEE S H, et al. Cognitive profiling and preliminary subtyping in Chinese developmental dyslexia[J]. Cognition, 2004, 91: 43-75.
[53] 熊建萍, 闫国利. 汉语发展性阅读障碍儿童的主要亚类型分 析[J]. 心理 与行 为研 究, 2014, 12(4): 496-500. (XIONG J P, YAN G L. Analysis of the main subtypes of Chinese developmental dyslexia[J]. Studies of psychology and behavior, 2014, 12(4): 496-500.)
[54] 苏林阳, 严晓芬, 卢海丹. 阅读障碍诊断的成分模型与差异模型的比较研究[J]. 现代特殊教育, 2020(4): 72-77. (SU L Y, YAN X F, LU H D. A comparative study of the component model and the discrepancy model in the diagnosis of reading disability[J]. Modern special education, 2020(4): 72-77.)
[55] 孟红霞. 汉语发展性阅读障碍儿童筛选方法回顾与前瞻[J]. 天津 市教 科院 学报, 2021(4): 59-65. (MENG H X. Review and prospect of screening methods of developmental dyslexia children in China [J]. Journal of Tianjin Academy of Educational Science, 2021(4): 59-65.)
[56] 李丹, 胡克定, 陈国鹏, 等. 瑞文测验联合型(CRT)上海市区试测报告[J]. 心理科学通讯, 1988(4): 29-33. (LI D, HU K D, CHEN G P, et al. CRT(combined Raven's test) Shanghai urban trial report[J]. Journal of psychological science, 1988(4): 29-33.)
[57] SANFILIPPO J, NESS M, PETSCHER Y, et al. Reintroducing dyslexia: early identification and implications for pediatric practice[J]. Pediatrics, 2020, 14(1): 2019-3046.
[58] STEINMAN B A, LEJEUNE B J, KIMBROUGHB T. Developmental Stages of reading processes in children who are blind and sighted[J]. Journal of visual impairment & blindness, 2006(1): 36-46.
[59] 王孝玲. 用什么样的汉字测定及估计小学生的识字量[J]. 华东师范大学学报(教育科学版), 1992(1): 1-6. (WANG X L. What kind of Chinese characters are used to measure and estimate the literacy level of elementary school students[J]. Journal of East China Normal University (educational sciences), 1992(1): 1-6.)
[60] 陈齐. 阅读障碍儿童语素意识和快速命名对阅读理解的影响[D]. 石家庄: 河北师范大学, 2020. (CHEN Q. The influence of morphological awareness and rapid naming on reading comprehension in dyslexic children[D]. Shijiazhuang: Hebei Normal University, 2020.)
[61] 国家汉办、教育部社科司《汉语国际教育用音节汉字词汇等级划分》课题组. 汉语国际教育用音节汉字词汇等级划分(国家标准应用解读本)[M]. 北京: 北京语言大学出版社, 2010. (The research group of the National Hanban and the Social Sciences Department of the Ministry of Education on the classification of syllabic Chinese characters and vocabulary for international Chinese education. The graded Chinese syllables, characters and words for the application of teaching Chinese to the speakers of other languages (national standard: Application and interpretation) [M]. Beijing: Beijing Language and Culture University Press, 2010.)
[62] 赵婧, 毕鸿燕, 杨炀. 汉语发展性阅读障碍儿童的快速命名与正字法加工技能[J]. 中国心理卫生杂志, 2012, 26(1): 36-40. (ZHAO J, BI H Y, YANG Y. Rapid naming and orthographic processing skill in children with Chinese developmental dyslexia[J]. Chinese mental health journal, 2012, 26(1): 36-40.)
[63] 王晓辰, 李清, 邓赐平. 汉语阅读障碍的语音加工及正字法加工缺陷的实验研究[J]. 心理科学, 2014, 37(4): 803-808. (WANG X C, LI Q, DENG C P. An experimental study on the phonetic processing and orthographic processing deficit of the Chinese reading disability[J]. Journal of psychological science, 2014, 37(4): 803-808.)
[64] 白学军, 杨宇, 章鹏, 等. 发展性阅读障碍者的快速命名缺陷 [J]. 心理科学, 2019, 42(6): 1375-1381. (BAI XJ, YANG Y, ZHANG P, et al. Rapid Automatized Naming(RAN) deficit in developmental dyslexics[J]. Journal of psychological science, 2019, 42(6): 1375-1381.)
[65] DENCKLA M B, RUDEL R. Rapid ""automatized"" naming of pictured objects, colors, letters and numbers by normal children[J]. Cortex, 1974, 10(2): 186-202.
[66] 范国新. 汉语发展性阅读障碍小学生语素意识特点研究[D]. 大连: 辽宁 师范 大学, 2010. (FAN G X. A research on phoneme characteristic in Chinese children with developmental dyslexia[D]. Dalian: Liaoning Normal University, 2010.)
[67] 杨炀, 毕鸿燕. 阅读障碍儿童言语短时记忆缺陷内在机制探索 [C]//中国心理学会. 第二十届全国心理学学术会议--心理学与国民心理健康摘要集. 北京: 中国科学院心理研究所脑科学与学习困难研究中心, 2017: 2. (YANG Y, BI H Y. An investigation of the nature of verbal short-term memory deficit in children with developmental dyslexia[C]//Chinese Psychological Society. The 20th national psychological academic conference: Abstract collection of psychology and national mental health. Beijing: Brain Science and Learning Disability Research Center, Institute of Psychology, Chinese Academy of Sciences, 2017: 2.)
[68] 杨炀. 汉语发展性阅读障碍儿童语音工作记忆缺陷机制探索[D]. 北京: 中国科学院大学, 2011. (YANG Y. Exploring the mechanism of phonological working memory deficits in children with Chinese developmental dyslexia[D]. Beijing: University of Chinese Academy of Sciences, 2011.)
