Del Giudice E, Trojano L, Fragassi N A, Posteraro S, Crisanti A F, Tanzarella P, Marino A, Grossi D
Department of Pediatrics (Child Neuropsychiatry Unit) and Neurological Sciences, University of Naples Federico II, Via S. Pansini, 5, 80131, Naples, Italy.
Brain Dev. 2000 Sep;22(6):368-72. doi: 10.1016/s0387-7604(00)00159-5.
Cognitive models for developmental dyslexia are nowadays centered on the hypothesis of a specific deficit within the phonologic module of the language system. To ascertain whether defects of spatial cognition are associated with developmental reading disability, we investigated a sample of 43 school children (aged 8-9 years) found to be reading impaired during a wide screening survey for developmental dyslexia in the province of Naples, Italy. After one year all children were tested again and only 9/43 still presented reading impairment, while the remaining had achieved a variable range of spontaneous recovery. A detailed analysis was performed on all children to characterize their cognitive performances using on one hand classical conventional tests for constructional praxis, visuospatial cognition, and visuospatial memory and on the other a specific neuropsychological battery for constructional disorders. The results of our study demonstrated that children with long-lasting reading impairment exhibited normal performances on spatial cognition tasks. Moreover, one single child was found with relevant visuospatial deficits pointing to the possible existence of a visuospatial subtype for developmental dyslexia.
如今，发育性阅读障碍的认知模型主要围绕语言系统音韵模块中存在特定缺陷这一假设展开。为了确定空间认知缺陷是否与发育性阅读障碍相关，我们对43名学童（年龄在8至9岁）进行了调查，这些学童是在意大利那不勒斯省开展的一项针对发育性阅读障碍的广泛筛查中被发现存在阅读障碍的。一年后，所有儿童再次接受测试，只有9/43的儿童仍存在阅读障碍，其余儿童则实现了不同程度的自发恢复。我们对所有儿童进行了详细分析，一方面使用传统的经典测试来评估他们在建构实践、视觉空间认知和视觉空间记忆方面的认知表现，另一方面使用专门针对建构障碍的神经心理测试组。我们的研究结果表明，存在长期阅读障碍的儿童在空间认知任务上表现正常。此外，还发现有一名儿童存在明显的视觉空间缺陷，这表明发育性阅读障碍可能存在视觉空间亚型。
