Differences Research on Noise Suppression Ability of Children with Developmental Dyslexia under Unconscious Conditions

发展性阅读障碍是指个体无脑损伤、精神或智力障碍等器质性损伤，且智力正常，但其文本阅读的准确性和流畅性显著落后于同龄水平，具体表现为阅读速度缓慢、字词识别正确率低、阅读成绩低于正常范围，多见于8~11岁儿童。本研究通过引入意识条件变量，探讨发展性阅读障碍儿童与正常儿童在无意识条件下的噪音抑制能力差异。实验采用2 (儿童类型：正常儿童、发展性阅读障碍儿童) × 2 (噪音条件：有、无) × 2 (意识条件：有、无)三因素混合设计，其中噪音条件和意识条件为被试内变量，儿童类型为被试间变量。随机选取三四年级学生作为被试，通过三四年级识字量表、瑞文智力测验及认知灵活性量表筛选出正常儿童和发展性阅读障碍儿童各20名。结果显示：儿童类型、噪音条件和意识条件的主效应均显著(p p Developmental dyslexia refers to a condition where individuals have no organic brain damage, mental or intellectual disabilities, and normal intelligence, yet their text reading accuracy and fluency lag significantly behind their age peers. It is characterized by slow reading speed, low word recognition accuracy, and reading performance below the normal range, commonly observed in children aged 8~11. This study explored the differences in noise inhibition ability between children with developmental dyslexia and typically developing children under unconscious conditions by introducing consciousness as a conditional variable. A 2 (Child Type: Typically Developing Children, Developmental Dyslexia Children) × 2 (Noise Condition: Present, Absent) × 2 (Consciousness Condition: Conscious, Unconscious) three-factor mixed design was employed, with noise and consciousness conditions as within-subjects variables and child type as a between-subjects variable. Participants were randomly selected from third- and fourth-grade students. Using the Grade 3~4 Literacy Scale, Raven’s Intelligence Test, and Cognitive Flexibility Scale, 20 typically developing children and 20 children with developmental dyslexia were recruited. Results showed significant main effects for child type, noise condition, and consciousness condition (p p < 0.05), but the three-way interaction was not. By comparing the inhibition ability of the two groups under different noise-consciousness states, this study uncovered core deficits in developmental dyslexia, providing a theoretical basis for designing targeted educational intervention strategies.