Effect of family interactive reading and therapeutic games on the language ability of children with language development delay

He Jin; Zhao Qing; Tang Lu; Wen Hanli; Cao Yan; Zhang Chan

doi:10.13406/j.cnki.cyxb.004093

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Effect of family interactive reading and therapeutic games on the language ability of children with language development delay

Frontiers in brain science and neuropsychiatric disorders | 更新时间：2026-10-26

- Effect of family interactive reading and therapeutic games on the language ability of children with language development delay
- Journal of Chongqing Medical University Vol. 51, Issue 10, Pages: 1421-1427(2026)
- 作者机构：
  
  1.空军军医大学第一附属医院门诊部，西安 710032
  2.空军军医大学第一附属医院神经外科，西安 710032
- 作者简介：
- 基金信息：
- DOI：10.13406/j.cnki.cyxb.004093
  CLC： R493
- Received：12 January 2026，
  
  Revised：2026-03-13，
  
  Accepted：17 March 2026，
  
  Published：28 October 2026
- 稿件说明：
移动端阅览
何金，赵清，唐璐，等.家庭互动式阅读联合治疗性游戏对语言发育迟缓患儿语言能力的影响[J].重庆医科大学学报，2026，51（10）：1421-1427.

He Jin,Zhao Qing,Tang Lu,et al.Effect of family interactive reading and therapeutic games on the language ability of children with language development delay[J].Journal of Chongqing Medical University,2026,51(10):1421-1427.
何金，赵清，唐璐，等.家庭互动式阅读联合治疗性游戏对语言发育迟缓患儿语言能力的影响[J].重庆医科大学学报，2026，51（10）：1421-1427. DOI： 10.13406/j.cnki.cyxb.004093.

He Jin,Zhao Qing,Tang Lu,et al.Effect of family interactive reading and therapeutic games on the language ability of children with language development delay[J].Journal of Chongqing Medical University,2026,51(10):1421-1427. DOI： 10.13406/j.cnki.cyxb.004093.

摘要

目的

探讨家庭互动式阅读联合治疗性游戏对语言发育迟缓（language development delay，LDD）患儿语言能力的影响。

方法

前瞻性选取2022年3月至2025年3月空军军医大学第一附属医院就诊的174例LDD患儿作为研究对象，采用随机数字法将其分为A组（

=49）、B组（

=67）、C组（

=58）3组。C组给予常规干预；B组在C组基础上增加治疗性游戏；A组在B组基础上增加家庭互动式阅读。干预3个月后，比较3组疗效，以及干预前后语言能力［语言行为评估量表（Verbal Behavior Assessment Scale，Ver-BAS）、Frenchay构音障碍评估法］、口腔运动功能（Beckman口腔运动评估量表）、社会功能［儿童版适应行为评定量表第2版（Adaptive Behavior Assessment System-Second Edition，ABAS-Ⅱ）］及家庭环境［家庭亲密度与适应性量表（Family Adaptability and Cohesion Scale-Second Edition，FACES-Ⅱ）］。

结果

干预后，3组描述性语言、交流性语言、接受性语言、构音器官运动、反射+呼吸、言语、家庭亲密度、适应性评分均升高，且A组高于B组、C组，均差异有统计学意义（

0.05）。3组面颊运动、唇部运动、舌部运动评分、ABAS-Ⅱ分值均升高，且A组高于B组、C组；B组高于C组，均差异有统计学意义（

0.05）。A组总有效率（97.96%）高于B组（88.06%）、C组（65.52%），B组高于C组，均差异有统计学意义（

0.05）；A组描述性语言提升率、交流性语言提升率、接受性语言提升率均高于B组、C组，B组高于C组，差异有统计学意义（

0.05）；3组总不良反应发生率差异无统计学意义（

0.05）。

结论

家庭互动式阅读联合治疗性游戏用于LDD患儿，可有效改善患儿语言发育水平与构音能力，增强患儿社会适应能力与家庭亲密度，提高康复效果。

Abstract

Objective

To investigate the effect of family interactive reading and therapeutic games on the language ability of children with language development delay （LDD）.

Methods

A total of 174 children with LDD who attended The First Affiliated Hospital of Air Force Medical University from March 2022 to March 2025 were prospectively enrolled as subjects，and they were divided into group A with 49 children，group B with 67 children，and group C with 58 children using a random number table. The children in group C received conventional intervention，those in group B received therapeutic games in addition to the treatment in group C，and those in group A received family interactive reading in addition to the treatment in group B. Treatment outcome was compared between the three groups after 3 months of intervention，as well as language ability（Verbal Behavior Assessment Scale and Frenchay Dysarthria Assessment），oral motor function（Beckman Oral Motor Assessment Scale），social function（Adaptive Behavior Assessment System-Second Edition），and family environment （Family Adaptability and Cohesion Evaluation Scales-Second Edition） before and after intervention.

Results

After intervention，all three groups had significant increases in the scores of descriptive language，communicative language，receptive language，articulatory organ movement，reflex+breathing，speech intimacy，and adaptability，and group A had significantly higher scores than group B and group C（

0.05）. All three groups had significant increases in ABAS-Ⅱ score and the scores of cheek movement，lip movement，and tongue movement，and group A had significantly higher scores than group B and group C，while group B had significantly higher scores than group C（

0.05）. Groups A，B，and C had an overall response rate of 97.96%，88.06%，and 65.52%，respectively，and group A had a significantly higher overall response rate than group B and C，while group B had a significantly higher overall response rate than group C（

0.05）. Compared with group B and group C，group A had significantly higher improvement rates of descriptive language，communicative language，and receptive language，and group B had significantly higher improvement rates than group C （

0.05）. There was no significant difference in the overall incidence rate of adverse reactions between the three groups（

0.05）.

Conclusion

For children with LDD，family interactive reading combined with therapeutic games can effectively improve the level of language development and phonological ability，enhance social adaptability and family intimacy，and improve the outcome of rehabilitation.

关键词

Keywords

references

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