Howes Nancy-Louise, Bigler Erin D, Burlingame Gary M, Lawson John S
Department of Psychology, Utah State Hospital, Provo 84603-0270, USA.
J Learn Disabil. 2003 May-Jun;36(3):230-46. doi: 10.1177/002221940303600303.
This study examined the memory performance of children with reading disabilities (RD) using methodology representative of three theoretical perspectives on RD subtypes: the phonological deficit, dual route, and phonological-core variable-difference models. Analyses compared the serial memory, verbal learning, and abstract visual-spatial memory performance of 45 children with RD to that of chronological-age (CA)- and reading-level (RL)-matched controls, using subtype identification methods from each of the theoretical models to classify children with RD. Phonological deficit and dual route comparisons indicated that children with RD, regardless of subtype, performed more poorly than CA- and better than RL-matched participants on all memory tasks. Phonological-core variable-difference methodology yielded three RD subtypes, two of which exhibited distinctive memory deficits relative to both CA and RL control groups. The phonological-core variable-difference model accounted for more variance in memory performance than either of the other two models.
本研究采用了代表阅读障碍（RD）亚型三种理论观点的方法，即语音缺陷、双通路和语音核心可变差异模型，来检验阅读障碍儿童的记忆表现。分析将45名阅读障碍儿童的系列记忆、言语学习和抽象视觉空间记忆表现与年龄（CA）和阅读水平（RL）匹配的对照组进行比较，使用每种理论模型的亚型识别方法对阅读障碍儿童进行分类。语音缺陷和双通路比较表明，无论亚型如何，阅读障碍儿童在所有记忆任务上的表现均比年龄匹配组差，但比阅读水平匹配组好。语音核心可变差异方法产生了三种阅读障碍亚型，其中两种相对于CA和RL对照组表现出独特的记忆缺陷。语音核心可变差异模型比其他两个模型中的任何一个都能解释更多的记忆表现差异。
