Objective

2

To explore the application effect of cognitive language rehabilitation training combined with picture books reading on children with language disorders.

Methods

2

A total of 68 children with language disorders who were admitted in our hospital from March 2019 to March 2022 were selected

and divided into the intervention group (34 cases) and the control group (34 cases) by random number table method. The control group was received routine language rehabilitation training

while the intervention group was received cognitive language rehabilitation training combined with picture books reading. The language development level

speech clarity of the both groups were compared.

Results

2

After intervention

the Gesell developmental schedule (GDS) scores in both groups were improved (

P

<

0.05)

and in comparision of the control group

the intervention group was higher (

P

<

0.05). In comparision of the control group (61.76%)

the overall excellent and good rate of language clarity in the intervention group (85.29%) was higher (

P

<

0.05).

Conclusion

2

The combination of cognitive language rehabilitation training and picture books reading for children with language disorders can promote language development

improve speech clarity.