Felton R H, Wood F B
Section of Neuropsychology, Bowman Gray School of Medicine, Winston-Salem, NC 27157-1043.
J Learn Disabil. 1992 May;25(5):318-26. doi: 10.1177/002221949202500506.
This study evaluated the hypothesis that poor readers are characterized by poor nonword reading skills, but that a specific deficit, as opposed to a developmental lag, in nonword reading will be found only in subjects whose reading is discrepant from intellectual ability. To test this hypothesis, we measured nonword reading skills in 93 (64 male, 29 female) third-grade poor readers and 54 (37 male, 17 female) fifth-grade poor readers (with and without reading/IQ discrepancies) who were matched to 147 (81 male, 66 female) nondisabled first graders on word identification skills. Results showed third- and fifth-grade poor readers to be significantly more impaired than word-identification level match first graders on all measures on nonword reading. These findings were not related to the verbal IQ level within the poor reader groups and, thus, provide strong evidence for a deficit in nonword reading skills that is not explained by verbal intelligence.
阅读能力差的人具有非词阅读技能差的特点，但只有在阅读能力与智力水平不一致的受试者中，才会发现非词阅读存在特定缺陷，而非发育迟缓。为了验证这一假设，我们测量了93名（64名男性，29名女性）三年级阅读能力差的学生和54名（37名男性，17名女性）五年级阅读能力差的学生（有或没有阅读/智商差异）的非词阅读技能，这些学生在单词识别技能方面与147名（81名男性，66名女性）无障碍一年级学生相匹配。结果显示，在所有非词阅读测量中，三年级和五年级阅读能力差的学生比单词识别水平匹配的一年级学生受损明显更严重。这些发现与阅读能力差的学生群体中的语言智商水平无关，因此，为非词阅读技能缺陷提供了有力证据，而这种缺陷无法用语言智力来解释。
