Auricular acupoint pressing combined with visual cognitive training for children with Chinese developmental dyslexia: a randomized controlled trial

LUO Dandan; SHEN Min; WANG Sujuan; WANG Jun; DING Yi

doi:10.13703/j.0255-2930.20250204-k0001

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Auricular acupoint pressing combined with visual cognitive training for children with Chinese developmental dyslexia: a randomized controlled trial

Clinical Research | 更新时间：2026-03-16

- Auricular acupoint pressing combined with visual cognitive training for children with Chinese developmental dyslexia: a randomized controlled trial
- Chinese Acupuncture & Moxibustion Vol. 46, Issue 3, Pages: 347-352(2026)
- 作者机构：
  
  上海中医药大学康复医学院，上海　201203
  复旦大学附属儿科医院，上海　201102
  上海市特殊儿童康复中心，上海　200127
  上海交通大学医学院附属上海儿童医学中心，上海　200127
- 作者简介：
- 基金信息：
- DOI：10.13703/j.0255-2930.20250204-k0001
  CLC：
- Received：04 February 2025，
  
  Online First：13 January 2026，
  
  Published：12 March 2026
- 稿件说明：
移动端阅览
LUO Dandan, SHEN Min, WANG Sujuan, et al. Auricular acupoint pressing combined with visual cognitive training for children with Chinese developmental dyslexia: a randomized controlled trial[J]. Chinese Acupuncture & Moxibustion, 2026, 46(3): 347-352.
DOI：

LUO Dandan, SHEN Min, WANG Sujuan, et al. Auricular acupoint pressing combined with visual cognitive training for children with Chinese developmental dyslexia: a randomized controlled trial[J]. Chinese Acupuncture & Moxibustion, 2026, 46(3): 347-352. DOI： 10.13703/j.0255-2930.20250204-k0001.

摘要

目的：

观察耳穴贴压联合视觉认知能力训练对汉语发展性阅读障碍（DD）患儿的治疗效果。

方法：

将50例汉语DD患儿随机分为观察组（25例，脱落2例）和对照组（25例，脱落2例）。对照组予视觉认知能力训练，每次40 min，每周1次；观察组在对照组治疗基础上予耳穴贴压治疗，取耳穴神门、皮质下、肾、心、肝、脾，双耳交替，每周1次。两组患儿家长根据当天训练内容每天进行15 min家庭强化训练，均治疗3个月。观察两组患儿治疗前后无运动视觉感知测试(第4版，MVPT-4）、视觉运动整合测验（VMI）、儿童长处和困难问卷（SDQ）评分。

结果：

与治疗前比较，治疗后观察组患儿MVPT-4视觉辨别、视觉记忆、空间关系、视觉完型评分及总分升高（

0.05），对照组患儿MVPT-4视觉记忆评分及总分升高（

0.05），两组患儿VMI评分

、SDQ亲社会化行为评分升高（

0.05），观察组患儿SDQ多动/注意缺陷评分降低（

0.05）；治疗后，观察组患儿MVPT-4视觉辨别评分及总分、VMI评分高于对照组（

0.05），SDQ情绪问题评分低于对照组（

0.05）。

结论：

耳穴贴压联合视觉认知能力训练治疗可改善汉语DD患儿的视觉感知及视觉运动整合能力，减少多动/注意缺陷行为，并增加亲社会行为增加。

Abstract

Objective

To observe the therapeutic effect of auricular acupoint pressing combined with visual cognitive training in children with Chinese developmental dyslexia (DD).

Methods

A total of 50 children with Chinese DD were randomly divided into an observation group (25 cases

2 cases dropped out) and a control group (25 cases

2 cases dropped out). The control group received visual cognitive training for 40 min

once a week. The observation group received auricular acupoint pressing treatment in addition to the same visual cognitive training. The selected auricular acupoints included Shenmen (TF

)

subcortex (AT

)

Kidney (CO

)

Heart (CO

)

Liver (CO

)

and Spleen (CO

)

applied alternately to both ears

once a week. Parents of both groups were instructed to provide 15-minute daily home-based reinforcement training according to the dayʹs session. The treatment lasted for 3 months. Before and after treatment

the motor-free visual perception test-4 (MVPT-4)

visual-motor integration (VMI)

and the strengths and difficulties questionnaire (SDQ) scores in the two groups were assessed.

Results

Compared with before treatment

the observation group showed significant increases in MVPT-4 sub-scores of visual discrimination

visual memory

spatial relations

visual closure

and total score after treatment (

0.05)

while the control group showed significant improvement in MVPT-4 sub-score of visual memory and total score (

0.05). Both groups had increased VMI sco

res and SDQ scores of prosocial behavior (

0.05). In the observation group

SDQ score for hyperactivity/inattention was significantly decreased (

0.05). After treatment

the observation group had higher MVPT-4 visual discrimination and total scores

and higher VMI score (

0.05) and lower SDQ emotional symptom score compared with the control group (

0.05).

Conclusion

Auricular acupoint pressing combined with visual cognitive training can improve visual perception and visual-motor integration in children with Chinese DD

reduce hyperactivity/inattention behaviors

and enhance prosocial behavior.

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