Pitchford N J
Royal Holloway University of London, London, UK.
Brain Lang. 2000 Apr;72(2):129-49. doi: 10.1006/brln.1999.2267.
This study reports the reading difficulties of five children following unilateral left hemisphere stroke sustained either before or during the early stages of literacy acquisition. Although each of the children experienced a period of disturbed language processing in the initial stages postonset, at the time of testing none of the children were considered to be clinically aphasic. Yet, on a standardized test of oral reading each of the children achieved a reading age that lagged behind chronological age and marked reading impairments were disclosed in four of the five children. A set of standardized and nonstandardized tests, aimed at measuring aspects of cognitive and spoken language processing that are considered to be important for normal reading acquisition, was administered. Where nonstandardized tests were used, performance of each of the stroke children was compared to that of groups of normally developing control children, closely matched for chronological age. A range of residual deficits in cognitive and spoken language processing was disclosed among the five brain-damaged children that appeared to be associated with their reading impairments. Two children had expectedly poor reading due to a selective impairment in verbal IQ; a specific phonological reading disorder was revealed in two children, each of which had a residual impairment to phonological awareness; and delayed reading acquisition was observed in one child with a general language deficit. It is suggested that when a child suffers damage to the left hemisphere in the early stages of reading acquisition, difficulties with learning to read are likely to ensue and may arise as a consequence of an underlying cognitive or linguistic deficit.
本研究报告了五名儿童在识字习得早期或期间发生单侧左半球中风后的阅读困难情况。尽管每个孩子在发病后的初始阶段都经历了一段语言处理紊乱的时期，但在测试时，没有一个孩子被认为患有临床失语症。然而，在一项标准化的口头阅读测试中，每个孩子的阅读年龄都落后于实际年龄，并且在五个孩子中有四个表现出明显的阅读障碍。我们进行了一系列标准化和非标准化测试，旨在测量那些被认为对正常阅读习得很重要的认知和口语处理方面。在使用非标准化测试时，将每个中风儿童的表现与年龄匹配的正常发育对照儿童组进行比较。在这五个脑损伤儿童中发现了一系列认知和口语处理方面的残余缺陷，这些缺陷似乎与他们的阅读障碍有关。两名儿童由于言语智商的选择性损伤，阅读能力预期较差；两名儿童表现出特定的语音阅读障碍，每个孩子都存在语音意识的残余损伤；一名有一般语言缺陷的儿童出现了阅读习得延迟的情况。研究表明，当儿童在阅读习得早期左半球受损时，学习阅读很可能会出现困难，并且可能是由于潜在的认知或语言缺陷导致的。
