在线眼动训练对汉语发展性阅读障碍儿童眼动控制能力的影响

关键词：汉语发展性阅读障碍  发育性眼动测试  眼动训练

Keywords:Chinese developmental dyslexia  developmental eye movement test  eye movement training

摘要：

      摘要 目的：探讨在线眼动训练对并发眼动异常的汉语发展性阅读障碍（developmental dyslexia，DD）儿童眼动控制能力的改善情况。 方法：纳入2024年浙江省某小学经筛查为发展性阅读障碍且发展性眼动测试（developmental eye movement test，DEM）竖读或横读指标低于同年龄平均水平0.5个标准差的眼动异常儿童26名，年龄10.54±1.10岁。采用随机对照试验设计，通过随机数字表法将其分为试验组和对照组，试验过程中两组各脱落1例，每组12人。对照组不进行任何干预，试验组接受为期3周的在线眼动训练，每周训练5次，每次30min。眼动训练包括：注视训练、扫视训练、追随训练和综合训练，逐步增强儿童的眼动控制能力。3周训练结束后，使用DEM测试对两组儿童的眼动能力改善情况进行评估，比较训练前后的组内及两组间各检测指标变化的差异。 结果：训练后试验组的竖读时间较训练前无显著性差异，训练效应量中等（t=1.07，P>0.05，Cohen's d=0.62），横读校准时间和横纵时间比均显著短于训练前（t=2.46、2.45，均P<0.05），训练效应量较大（Cohen's d=1.01、0.92）。试验组与对照组的训练前各项指标间无显著性差异（P>0.05），训练后横读校准时间差值间具有显著性差异（t=2.66，P<0.05，Cohen's d=1.09）。 结论：在线眼动训练能显著改善汉语发展性阅读障碍儿童的眼动控制能力，特别是在阅读相关的横向眼动任务中表现出较强的训练效应。训练后，试验组儿童的横读校准时间显著缩短，训练效应量较大，而对照组无明显变化。研究结果支持了在线眼动训练作为提高发展性阅读障碍儿童眼动控制能力的有效手段。

Abstract:

      Abstract Objective： To investigate the improvement in oculomotor control abilities in Chinese children with developmental dyslexia （DD） and concurrent oculomotor abnormalities through online eye movement training. Method： A total of 26 children （mean age 10.54 ± 1.10 years） from an elementary school in Zhejiang Province， China， were screened and identified as having developmental dyslexia. They exhibited oculomotor abnormalities with developmental eye movement （DEM） test scores （vertical or horizontal） at least 0.5 standard deviations below the average for their age group. A randomized controlled trial （RCT） design was used， and participants were randomly assigned to either the experimental group or the control group using a random number table. During the experiment， one participant from each group dropped out， resulting in 12 participants per group. The control group received no intervention， while the experimental group underwent three weeks of online eye movement training， conducted five times per week for 30 minutes per session. The training program included fixation， saccade， pursuit， and comprehensive exercises， progressively enhancing the children’s oculomotor control. After three weeks， DEM tests were administered to evaluate the improvement in oculomotor abilities in both groups， and intergroup and intragroup comparisons were conducted to assess the differences before and after the training. Result： In the experimental group， there was no significant difference in vertical reading time before and after training， with a moderate training effect size （t=1.07，P>0.05， Cohen's d=0.62）. However， horizontal adjustment time and the ratio of horizontal to vertical time were significantly shorter after training （t=2.46，2.45；both P<0.05）， with a large effect size （Cohen's d=1.01， 0.92）. There were no significant differences in baseline metrics between the experimental and control groups （P>0.05）. After training， the difference in horizontal adjustment time between the groups was significant （t=2.66，P<0.05， Cohen's d=1.09）. Conclusion： This study suggests that online eye movement training significantly improves the oculomotor control abilities of Chinese children with developmental dyslexia， particularly demonstrating a strong training effect in reading-related horizontal eye movement tasks. After training， the horizontal adjustment time of children in the experimental group was significantly reduced， with a large effect size， while no significant changes were observed in the control group. These findings support online eye movement training as an effective approach to enhancing oculomotor control in children with developmental dyslexia.