| 其他摘要 | Developmental dyslexia (DD) and Attention-Deficit/Hyperactivity Disorder (ADHD) are two common developmental disorders in children, which involve deficiencies in language processing, attention, and motor execution abilities, among other areas. These deficiencies can seriously affect the academic performance and overall development of affected children. Research has shown that the co-occurrence rate of the two disorders is relatively high (15-48%), and children with both DD and ADHD (hereafter referred to as comorbid children) exhibit more severe deficiencies in language processing, motor execution, and multiple cognitive abilities, making it more complex to determine the causes and manifestations of their learning difficulties. Currently, research on comorbid children is primarily focused on reading and cognitive abilities, but there is a lack of systematic research on handwriting behavior, which is closely related to academic performance.
This thesis investigates the handwriting behavior deficiencies and influencing factors of comorbid children, children with DD, children with ADHD, and normally developing children from two aspects: handwriting speed (experiment 1) and handwriting quality (experiment 2). The results show that the handwriting speed and quality of comorbid children are significantly lower than those of normally developing children, and these deficiencies persist from lower to higher grades, indicating that these deficiencies are not due to developmental delay but are an inherent deficiency in comorbid children. Furthermore, compared with children with a single disorder like DD or ADHD, comorbid children exhibit more severe and extensive handwriting defects. This study's results are consistent with common etiology models, indicating an increased possibility of the comorbidity arising from shared genetic or environmental influences. Correlation and regression analyses found a close relationship between reading ability and handwriting speed and quality deficiencies in comorbid children.
Finally, to investigate whether short-term training can effectively correct handwriting deficiencies in comorbid children, we developed a gamified handwriting training program and verified its training effect through case studies (Experiment 3). We conducted an eight-week intervention training program (30 minutes per session, three times a week) for two comorbid children, and the results showed that their handwriting speed and quality improved to varying degrees. More importantly, their attention and reading fluency also improved significantly, indicating that the training program not only effectively corrected handwriting deficiencies but also had a significant effect on improving attention and reading ability.
This study systematically revealed the behavioral characteristics and cognitive mechanisms of handwriting deficiencies in comorbid Chinese DD and ADHD children, providing a deeper understanding of the comorbidity mechanisms of DD and ADHD. At the same time, the development of a new gamified corrective program and verification of its effectiveness provide guidance for the development of targeted diagnosis and corrective programs. |
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