中文摘要：

研究以智力的PASS认知模型为基础，考察了小学3—5年级阅读障碍组和正常对照组的PASS认知加工特点，对汉语阅读障碍儿童的PASS认知缺陷模式加以探究。结果发现，汉语阅读障碍组的计划（P）、注意（A）、同时性加工（S）和继时性加工（S）能力均不如正常对照组，即阅读障碍组在PASS的12个分任务上的成绩均明显低于正常组。同时，大多数汉语阅读障碍儿童存在不止一种的PASS认知加工缺陷，即汉语发展性阅读障碍内部是一个异质群体；阅读障碍儿童在继时性加工上存在的问题最为严重。

英文摘要：

Developmental dyslexia is not only an important area in the learning disability research, but also a major topic in the field of language and reading cognitive research. Compared to the long history and remarkable achievement of the developmental dyslexia research in the west, the Chinese developmental dyslexia research is a relatively new field with limited studies focusing on the cognitive processing mechanism. As we all know that investigating the inner processing mechanism, subtypes and etiology＂ of developmental dyslexia will be valuable for clarifying whether dyslexia is language specific or language free, and thus will be helpful in uncovering the factors resulting in dyslexia and providing the follow-up intervention for the dyslexie children. At present, researchers have carried out many studies of developmental dyslexia in the Chinese context from the perspective of linguistics, but few studies concerned the inner cognitive processing mechanism. Based on the theory of PASS cognitive processes, the Das and Naglieri Cognitive Assessment System （DN： CAS） , and the recomposed linguistic cognition tasks, this research aims to make systematic investigations of cognitive processing mechanisms of primary sehool students with Chinese developmental dyslexia. In this study, the dyslexic group and the normal control group from grades 3 to 5 were compared on the basis of PASS cognitive processing. The results showed that there were significant differences on PASS cognitive processing among grades, i. e. , grade 3 children performed poorer than grade 4 and 5 children on all tasks of CAS. And the dyslexic group performed worse than the control group on all of the measures of CAS. Moreover, the Chinese developmental dyslexia was heterogeneous, i. e. , the Chinese developmental dyslexia was correlated with more than two PASS cognitive deficits. The dyslexic children had difficulties in one or several aspects of PASS processing. Meanwhile, the successive processing deficit was the main problem faced by the Chines