Language cognition | Will children's speech impact on future studies?

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Language cognitive rehabilitation column will regularly launch the relevant science popularization knowledge related to rehabilitation diagnosis and treatment of language, intelligent obstacles and cognitive behaviors. Welcome to continue to pay attention!

The previous issue mentioned the ability to learn difficulties and children. The ability to visual consciousness is related. Today I will explain to you another related factors of learning difficult children -voice disorders. Voice disorders are the most common speech disorders in children's periods, and it is a type of communication obstacle. Some studies have reminded that the occurrence of early voice disorders in children has a certain predictive effect on children's future academic achievements, especially in terms of reading ability, which is a type of learning difficulty we often mention -reading disabilities.

The main manifestations of reading disability:

1) Difficulty in identification and identification. When reading disabilities, children often spend more time than normal children, but the effect of consciousness is worse than normal children, and the speed of forgetting is faster. When identifying, it also needs to spend more time to observe the glyphs, and the final voice or semantic extraction is not necessarily correct. Therefore, they often have the phenomenon of confusion and mixing of the same sound.

2) Chinese characters or pinyin symbols are written upside down. For example: write "B" as "d" and "p" as "Q". Some scholars believe that this is due to the damage to advanced visual message processing such as children's object recognition, visual space, and visual attention, which leads to difficulty in the location recognition of the symbol, and then the writing position is upside down.

3) Reading is not fluent. Reading disabilities may have difficulty in reading due to word recognition. Therefore, reading errors may occur during the chapter reading. The speed is extremely slow or even interrupted during reading. It is very difficult to read. Therefore, primary school students with obstacles are not interested in reading. When encountering reading comprehension test questions, they often do not read short essays and do the questions directly, resulting in low reading test results.

4) Low reading understanding ability. When reading disabilities, children's memory is insufficient when reading. Even if you can read the article, you can't remember what you have read, and you cannot connect the context. As a result, they just read the article with their eyes, but they cannot understand the articles they read. content. So when the child's reading ability is wrong, his academic performance will inevitably be affected.

What is the relationship between voice disorders and reading skills?

We mentioned that children with voice disorders may have problems in terms of work memory, and problems in work memory will make children can't remember the relevant information when reading, and we cannot integrate the information in the article. This is one of the reasons for the disabilities of these children. The second related factors are the defects of voice -free children in terms of voice processing capabilities. When children have voice defects, he will perform in a series of voice consciousness, spoken short -term memory, naming speed, speech perception, spoken expression and other tasks. Boarding -we use voice consciousness as an example: we all know that Chinese is a pinyin text, and the shape and sound have high consistency. If the child's voice consciousness is defective, then he cannot decode the letters in the words through the voice coding skills and pronounce the words one by one. The third common disease mechanism may be related to genetic genetic, because studies have shown that the human body's chromosomes No. 1, 3, 6, and 15 are correlated with early childhood voice disorders and academic dysfunction.

When the child enters the third and fourth grades, there will be more complicated mathematical application questions or Chinese reading questions. If the child's reading ability has a problem, it will cause him to understand the problem, or often miss the information when reading the question, and will be wrong, and then the academic performance will be affected. As the grade rises, children will have more complicated learning tasks of discipline. Therefore, when the child has a disabilities, it is not just the grades of Chinese mathematics, but the results of all the children's academic aspects, which will even indirectly affect the quality of life and socio -economic status in the future.

This reminds parents and friends that if you find that your child has a voice problem before school, you must seek medical treatment in time, intervene as soon as possible, and continue to follow and observe!

The Language Cognitive Rehabilitation Center of the Guangdong Provincial Hospital of Traditional Chinese Medicine is the primitive swallowing diagnosis and treatment center. It was established in November 2014. It is a specialist in the Department of Rehabilitation Medicine. one.

At present, the department has a special diagnosis and treatment area in Dade Road General Hospital, University Town Hospital and Fangcun Hospital. Among them, the Dade Road General Hospital covers an area of ​​about 450 square meters. , Swallowing therapy room, traditional/music therapy room, brain function training room, multi -sensory training room, children's training room and other independent functional diagnosis and treatment areas.

【The main business scope of the department】

1. Brain function rehabilitation:

中心引进了ERP脑电系统、经颅磁刺激技术、多参数脑电生物反馈、德国Rehancom电脑认知评测系统等国际先进设备，开展了大脑功能的测评，不仅能针对脑损伤后语言/认知/吞咽等功能障碍进行评估和治疗，同时能对无明显大脑结构损伤的轻度认知功能障碍进行早期诊断和治疗。中心在规范化评估基础上，结合认知心理前沿科学提出新的诊疗思路，从大脑功能网络和语言认知加工模型角度介入，结合非侵袭性脑刺激技术治疗脑功能障碍患者，取得了较好的Clinical efficacy.中心引进了ERP脑电系统、经颅磁刺激技术、多参数脑电生物反馈、德国Rehancom电脑认知评测系统等国际先进设备，开展了大脑功能的测评，不仅能针对脑损伤后语言/认知/吞咽等功能障碍进行评估和治疗，同时能对无明显大脑结构损伤的轻度认知功能障碍进行早期诊断和治疗。中心在规范化评估基础上，结合认知心理前沿科学提出新的诊疗思路，从大脑功能网络和语言认知加工模型角度介入，结合非侵袭性脑刺激技术治疗脑功能障碍患者，取得了较好的Clinical efficacy.

2、儿童语言/认知障碍：

中心开展了多种原因导致的儿童功能性构音障碍、语言发育迟缓、智力障碍、学习障碍等功能障碍的评估，从语言发育、加工效率、工作记忆、语音样本分析等多个方面抽丝拨茧明确患儿语言言语障碍的原因，并引进不同种类的计算机语言、听辩、语音、认知等矫治系统，开展了包括多参数脑电生物反馈、经颅直流电刺激治疗、经颅磁刺激治疗、声音疗育和计算机语言/言语/认知辅助训练系统等在内的综合康复治疗方法，取得了较好的疗效。

3、吞咽障碍

中心是国内最早将电视录像造影、食管测压、表面肌电图应用于吞咽障碍评估的医院之一，为吞咽障碍的临床评估和科学研究提供更为有力的支撑。同时，中心将非侵袭性脑刺激技术、吞咽生物反馈技术等运用于吞咽障碍患者的治疗，从大脑功能网络角度探讨吞咽障碍康复的机制，在临床疗效和研究领域达到国内先进水平。

4、嗓音障碍

嗓音障碍又称发声障碍，多由于声带小结、声带息肉、声带麻痹、神经系统疾病等导致，以声音嘶哑、发声费力、音调、响度异常等为主要表现，严重者影响患者的日常生活和社会交往。同时与职业也有很大关系，多见于销售人员、老师、医生、歌唱人员等。中心开展了针对该类患者的计算机嗓音评估、电声门图、动态喉镜等检查，治疗方面开展了计算机嗓音矫治、共鸣训练、呼吸训练、生物反馈治疗、等多种方法改善患者的发声情况，取得较好的临床效果。

5、中医传统特色治疗

中心有专门的传统（音乐）治疗室，针对成人/儿童语言认知障碍、吞咽障碍、嗓音障碍等功能障碍开展了中药、针灸（包括头针、体针、腹针、手针等）、艾灸、刺血拔罐、刮痧、耳穴、穴位注射、五行音乐治疗等中医特色治疗。运用“虎符铜砭”刮痧法治疗鼻咽癌后吞咽功能障碍，明显改善患者精神状况和提高生活质量；头针和中药治疗儿童语言认知功能障碍，同时能改善患儿多动、注意力不集中、睡眠和饮食等功能障碍。

团队成员出诊时间

本期作者：

靖紫薇

擅长：脑卒中、脑外伤、帕金森病、头颈部肿瘤手术/放疗后等多种原因导致的吞咽、言语、认知、构音、嗓音障碍的康复评估及治疗；儿童构音障碍的评估与治疗。

曾获得康复医学治疗技术初级治疗师资格证、华语构音/音韵临床测验认证评估师、DREAM儿童语言发育标准化评估康复系统资格证书、心理咨询师三级。

供稿：广东省中医院语言认知康复中心

执行编辑：吴远团

审核校对：庄映格

责任编辑：宋莉萍

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