Wolf M, Obregón M
Department of Child Study, Tufts University, Medford, MA 02155.
Brain Lang. 1992 Apr;42(3):219-47. doi: 10.1016/0093-934x(92)90099-z.
The present research represents the final 2 years of a 5-year longitudinal investigation of (a) confrontation-based, word-retrieval deficits in dyslexic children; (b) the role of vocabulary development in these deficits; (c) the relationship between confrontation naming performance and three carefully defined aspects of reading performance in the general population and in eight dyslexic case studies; and (d) the possible specificity of word-retrieval deficits in dyslexia. Results indicate enduring problems in word-retrieval processes for dyslexic children across the primary grades and into middle childhood. Second, these deficits cannot be explained by simple vocabulary deficits. Third, these results in conjunction with our earlier data consolidate a pattern of differential relationships between specific reading and confrontation naming skills that are based on development and on the level of processes involved. Trends within case studies suggest the more pronounced the retrieval deficit, the more global the reading impairment. And fourth, there appear to be some specific differences in the basis of word-retrieval problems between dyslexic and garden-variety or lower achieving readers. Results are discussed within a speculative framework that implicates problems in timing as a possible predetermining condition in the dyslexias.
本研究是一项为期5年的纵向调查的最后2年，该调查旨在研究：（a）诵读困难儿童基于 confrontation 的词汇提取缺陷；（b）词汇发展在这些缺陷中的作用；（c）在普通人群以及八个诵读困难案例研究中，confrontation 命名表现与阅读表现三个精心定义方面之间的关系；（d）诵读困难中词汇提取缺陷的可能特异性。结果表明，诵读困难儿童在小学各年级直至童年中期的词汇提取过程中存在持久问题。其次，这些缺陷不能用简单的词汇量不足来解释。第三，这些结果与我们早期的数据相结合，巩固了基于发展和所涉及过程水平的特定阅读与 confrontation 命名技能之间的差异关系模式。案例研究中的趋势表明，提取缺陷越明显，阅读障碍就越全面。第四，诵读困难儿童与普通或成绩较差的阅读者在词汇提取问题的基础上似乎存在一些特定差异。研究结果在一个推测性框架内进行了讨论，该框架认为时间安排方面的问题可能是诵读困难的一个预先决定因素。
