Mayringer H, Wimmer H
University of Salzburg, Salzburg, Austria.
J Exp Child Psychol. 2000 Feb;75(2):116-33. doi: 10.1006/jecp.1999.2525.
In 2 experiments, German-speaking dyslexic children (9-year-olds) showed impaired learning of new phonological forms (pseudonames) in a variety of visual-verbal learning tasks. The dyslexic deficit was also found when phonological retrieval cues were provided and when the to-be-learned pseudonames were presented in spoken as well as printed form. However, the dyslexic children showed no name-learning deficit when short, familiar words were used and they also had no difficulty with immediate repetition of the pseudowords. The dyslexic children's difficulty in learning new phonological forms was associated with pseudoword-repetition and naming-speed deficits assessed at the beginning of school, but not with phonological awareness and visual-motor impairments. We propose that the difficulty in learning new phonological forms may affect reading and spelling acquisition via impaired storage of new phonological forms, which serve as phonological underpinnings of the letter patterns of words or parts of words.
在两项实验中，说德语的诵读困难儿童（9岁）在各种视觉-语言学习任务中，学习新的语音形式（伪名字）的能力受损。当提供语音检索线索时，以及当要学习的伪名字以口语和印刷形式呈现时，也发现了诵读困难儿童的缺陷。然而，当使用简短、熟悉的单词时，诵读困难儿童没有表现出名字学习缺陷，并且他们在即时重复伪单词方面也没有困难。诵读困难儿童在学习新语音形式方面的困难与入学之初评估的伪单词重复和命名速度缺陷有关，但与语音意识和视觉-运动障碍无关。我们认为，学习新语音形式的困难可能通过损害新语音形式的存储来影响阅读和拼写习得，而新语音形式是单词或单词部分字母模式的语音基础。
