Author(s)

Ma Wenjie

Corresponding Author

Ma Wenjie

ABSTRACT

Based on the results of the study on visual discrimination and phonological association deficits in children with dictation disabilities, targeted cognitive intervention training was conducted for children with dictation disabilities, and experimental comparisons were made. The results show that visual discrimination and phonological association can improve the visual discrimination and phonological association ability of children with dictation disabilities accordingly. For Chinese character learning, the comprehensive intervention training of phonological association and visual discrimination is better than that of single visual discrimination and phonological association. The comprehensive cognitive intervention program combining visual discrimination and phonetic association can improve the corresponding cognitive ability of children with dictation disabilities and promote the quality of Chinese character learning of children with dictation disabilities.

KEYWORDS

Cognitive intervention, Chinese character, Dictation, Children