听写障碍是指汉字认读正常而听写落后的现象。由于汉字的视觉和语音结构与英文的差异非常显著，英语拼写障碍的研究结果未必适合汉语听写障碍儿童。根据汉字的字形结构和特征，本研究针对听写障碍儿童进行了两个方面的研究，一方面是听写障碍儿童的认知特点研究，主要集中于字形表征、视觉加工、汉字书写和形音捆绑等；另一方面是听写障碍儿童的认知干预训练。采用听写测验和认读测验，从北京市四所普通小学的310名三、四年级学生中筛选出听写障碍儿童30名作为实验组，正常儿童32名作为对照组。在本研究中，听写障碍儿童的发生率为9.68%。首先，对听写障碍儿童的听写错误特点进行了分析。结果发现，听写障碍儿童的听写错误主要类型是：零反应（66.61%）、音同替代（12.66%）、部件错误（9.45%）、笔画错误（3.84%）、组词替代（3.18%）、形同替代（2.19%）。对照组儿童的听写错误主要类型是：部件错误（40.62%）、零反应（21.91%）、音同替代（14.85%）、笔画错误（11.49%）、形近替代（7.94%）。听写障碍儿童的零反应字比例显著高于对照组组儿童，而部件错误率、笔画错误率显著低于对照组儿童，在音同替代错误上与对照组儿童没有显著差异。其次，从汉字字形表征、视觉加工、汉字书写和形音捆绑等领域对听写障碍儿童的认知特点进行了研究。研究发现：同对照组儿童相比，听写障碍儿童的汉字字形表征存在缺陷，整体表征水平低、部件表征不精确；听写障碍儿童的视觉辨别存在缺陷，而视觉短时记忆、视觉整合能力正常；听写障碍儿童的汉字书写质量低，而汉字抄写速度正常；听写障碍儿童的形音捆绑水平低。第三，在认知特点研究的基础上，有针对性对听写障碍儿童的认知能力进行干预训练。听写障碍儿童的认知训练包括视觉辨别加工、形音联结训练。训练结果表明，这些认知训练不但能相应地提高听写障碍儿童的视觉辨别能力、形音捆绑编码水平；而且提高了听写障碍儿童的汉字学习质量，即提高了认读和听写水平。从汉字学习效果来看，视觉辨别+形音联结的综合训练能够更好地提高听写障碍儿童的汉字学习水平。综合以上实验结果及分析，本研究的结论如下：第一，汉语发展性听写障碍儿童存在字形表征缺陷，字形整体表征水平低，部件表征不精确。第二，汉语发展性听写障碍儿童的视觉短时记忆、视觉整体加工能力正常，但存在视觉辨别缺陷，表现为对于细节分辨存在困难。第三，汉语发展性听写障碍儿童的汉字书写速度正常，而汉字书写质量比较差，存在字形结构比例不协调、大小不匀称和空间方向差等问题。第四，汉语发展性听写障碍儿童的形音联结存在缺陷，表现为形音联结编码质量差。第五，单一的视觉辨别、形音联结认知训练可以提高汉语发展性听写障碍儿童的汉字学习质量；但是视觉辨别、形音联结相结合的综合干预训练对于提高汉语发展性听写障碍儿童的汉字学习效果更好。

Chinese children with dictation disabilities are good reader but poor speller. The mechanism of English developmental spelling difficulties was studied on coding, and no consistent conclusion was product. The graphic and phonetic construct between Chinese and English Characters is very different, thus the study model and research results on English cannot be transferred to Chinese developmental dictation Disabilities. Based on analysis about Chinese characters in detail, we studied five aspects on Chinese dictation disabilities. The first study is orthographic representation of Chinese character, the second study is visual processing ability, the third study is handwriting of Chinese character, and the fourth study is the graphic-phonological binding. The last study is intervention for Chinese children with developmental dictation Disabilities To use dictation test, and reading test of Chinese character. We selected 30 children of developmental dictation disabilities and 32 normal children from four primary schools in Beijing.Firstly, we analyzed the dictation error form on children with dictation Disabilities. The result is the more zero-reaction on children with dictation Disabilities than control children.The results of basic research showed that: children with developmental dictation Disabilities got lower score than control group in whole orthographic representation of Chinese character, and they also performed worse in visual discrimination, Chinese character handwriting, and the graphic-phonological binding.The last intervention for developmental dictation disabilities showed that the cognitive training of graphic-phonological binding is better than the cognitive training of visual discrimination.The Conclusions could be drawn through the five studies as follows:1）For Chinese children with developmental dictation Disabilities, there were some major defects in the mental graphemic representations. It is characterized by low level of global mental graphemic representation, inaccurate mental graphemic representation of Chinese character component.2) Chinese children with developmental dictation disabilities had visual discrimination deficiencies. Showing that there are difficulties for the details of resolution.3) Chinese children with developmental dictation disabilities had poor writing quality; there is the ratio of the size and space issues with Chinese character.4) Chinese children with developmental dictation disabilities had lower level of graphic-phonological binding than the normal children.5) Identify a single visual distinction, graphic-phonological binding of cognitive training can improve the corresponding cognitive ability, but also can improve the character dictate quality of Chinese children with developmental dictation disabilities; but the integrated training of visual discrimination and the graphic-phonological binding had the better effect than the single training for learning Chinese characters.