A Case Study of Using Mind Mapping to Improve Reading Comprehension in Children with Autism

DONG Jing; YANG Jia-ni; HE Zi-ting; WANG Lin

doi:10.3969/j.issn.1672-4933.2025.03.023

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A Case Study of Using Mind Mapping to Improve Reading Comprehension in Children with Autism

Case Study | 更新时间：2025-05-12

- A Case Study of Using Mind Mapping to Improve Reading Comprehension in Children with Autism
- Chinese Scientific Journal of Hearing and Speech Rehabilitation Vol. 23, Issue 3, Pages: 321-325(2025)
- 作者机构：
  
  1.中国视障文化资讯服务中心（中国盲文图书馆）北京 100050
  2.华南师范大学特殊教育学院广州 510631
  3.浙江省丽水市青田县培智学校丽水 323900
  4.武汉软件工程职业学院国际学院武汉 430205
- 作者简介：
- 基金信息：
- DOI：10.3969/j.issn.1672-4933.2025.03.023
  CLC： G76
- Received：29 October 2024，
  
  Published：15 May 2025
- 稿件说明：
移动端阅览
董晶,杨佳妮,何梓婷等.运用思维导图提高孤独症儿童阅读理解能力的个案研究[J].中国听力语言康复科学杂志,2025,23(03):321-325.

DONG Jing,YANG Jia-ni,HE Zi-ting,et al.A Case Study of Using Mind Mapping to Improve Reading Comprehension in Children with Autism[J].Chinese Scientific Journal of Hearing and Speech Rehabilitation,2025,23(03):321-325.
董晶,杨佳妮,何梓婷等.运用思维导图提高孤独症儿童阅读理解能力的个案研究[J].中国听力语言康复科学杂志,2025,23(03):321-325. DOI： 10.3969/j.issn.1672-4933.2025.03.023.

DONG Jing,YANG Jia-ni,HE Zi-ting,et al.A Case Study of Using Mind Mapping to Improve Reading Comprehension in Children with Autism[J].Chinese Scientific Journal of Hearing and Speech Rehabilitation,2025,23(03):321-325. DOI： 10.3969/j.issn.1672-4933.2025.03.023.

摘要

目的

探究思维导图提高孤独症学生阅读理解能力的效果。

方法

采用行动研究法，选取普校1名有阅读困难的孤独症谱系障碍学生作为个案，应用思维导图作为教学辅助工具开展2个月的教学行动研究，使用《学龄阶段国语文能力测验》初级题本和自编阅读测试题进行前后测，对比前后测结果。

结果

个案在《学龄阶段国语文能力测验》中5项内容得分提高，阅读测验项提升显著。自编阅读测试题结果表明，个案在记叙文和说明文方面进步幅度最大，并在信息检索题型上效果显著。

结论

运用思维导图进行阅读教学有助于提高个案的语文阅读理解能力，对提升信息检索能力作用较显著，提升表达能力的作用不明显；运用思维导图进行阅读教学有助于提高个案的语文阅读兴趣；基于思维导图的语文阅读教学模式具有可行性。

Abstract

Objective

The effect of mind mapping to improve the reading comprehension ability of children with autism.

Methods

This study used the method of action research to select a student with autism spectrum disorder who had difficulty reading as a case

and used mind mapping as a teaching aid to carry out two-month teaching action research. Pre- and post-test assessments were conducted using the elementary-level version of the National Language Proficiency Test for the school age group (NLPT) and a self-designed reading test.

Results

The case demonstrated improvement in five components of the National Language Proficiency Test for the school age group

with particularly significant progress in the reading comprehension section. From the self-designed reading assessment indicated that the case made the most substantial gains in narrative and expository texts

while showing particularly notable effects in information retrieval question types.

Conclusion

The use of mind mapping for reading teaching helps to improve the language reading comprehension ability of the case

and has a more significant effect on improving the information retrieval ability

but the effect of improving the expression ability is not obvious; The use of mind mapping for reading teaching helps to improve the language reading interest of the case; The language reading teaching mode based on the use of mind mapping is feasible.

关键词

Keywords

references

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