Conway T W, Heilman P, Rothi L J, Alexander A W, Adair J, Crosson B A, Heilman K M
Department of Clinical and Health Psychology, University of Florida, Gainesville.
J Int Neuropsychol Soc. 1998 Nov;4(6):608-20. doi: 10.1017/s1355617798466104.
Phonological alexia and agraphia are acquired disorders characterized by an impaired ability to convert graphemes to phonemes (alexia) or phonemes to graphemes (agraphia). These disorders result in phonological errors typified by adding, omitting, shifting, or repeating phonemes in words during reading or graphemes when spelling. In developmental dyslexia, similar phonological errors are believed to result from deficient phonological awareness, an oral language skill that manifests itself in the ability to notice, think about, or manipulate the individual sounds in words. The Auditory Discrimination in Depth (ADD) program has been reported to train phonological awareness in developmental dyslexia and dysgraphia. We used a multiple-probe design to evaluate the ADD program's effectiveness with a patient with a mild phonological alexia and mixed agraphia following a left hemisphere infarction. Large gains in phonological awareness, reading and spelling nonwords, and reading and spelling real words were demonstrated. A follow-up reassessment, 2 months posttreatment, found the patient had maintained treatment gains in phonological awareness and reading, and attained additional improvement in real word reading.
语音性失读症和失写症是后天获得性障碍，其特征是将字素转换为音素（失读症）或音素转换为字素（失写症）的能力受损。这些障碍会导致语音错误，在阅读时表现为在单词中添加、省略、转换或重复音素，在拼写时则表现为字素方面的类似错误。在发育性阅读障碍中，类似的语音错误被认为是由于语音意识不足导致的，语音意识是一种口语技能，表现为注意、思考或操纵单词中单个音素的能力。据报道，深度听觉辨别（ADD）项目可训练发育性阅读障碍和书写障碍患者的语音意识。我们采用多探针设计，对一名左半球梗死继发轻度语音性失读症和混合性失写症的患者评估ADD项目的效果。结果显示，患者在语音意识、阅读和拼写非单词以及阅读和拼写实词方面都有显著进步。治疗后2个月的随访重新评估发现，患者在语音意识和阅读方面保持了治疗效果，并且在实词阅读方面有了进一步改善。
