Swanson H Lee, Howard Crystal B, Sáez Leilani
Department of Educational Psychology and Special Education, University of California, Riverside 92521, USA.
J Learn Disabil. 2006 May-Jun;39(3):252-69. doi: 10.1177/00222194060390030501.
The purpose of this study was to determine the components of working memory (WM) that underlie less skilled readers' comprehension and word recognition difficulties. Performance of 3 less skilled reading subgroups---children with reading disabilities (RD) in both word recognition and comprehension; children with comprehension deficits only; and children with low verbal IQ, word recognition, and comprehension (poor readers)--was compared to that of skilled readers on WM, short-term memory (STM), processing speed, executive, and phonological processing measures. Ability group comparisons showed that (a) skilled readers outperformed all less skilled readers on measures of WM, updating, and processing speed; (b) children with comprehension deficits only outperformed children with RD on measures of WM, STM, phonological processing, and processing speed; and (c) children with RD outperformed poor readers on WM and phonological processing measures. A hierarchical regression analysis showed that (a) subgroup differences on WM tasks among less skilled readers were moderated by a storage system not specific to phonological skills, and (b) STM and updating contributed significant variance to WM beyond what was contributed by reading group classification. The latter finding suggested that some differences in storage and executive processing emerged between skilled and less skilled readers that were not specific to reading.
本研究的目的是确定构成工作记忆（WM）的成分，这些成分是造成阅读能力较差者在阅读理解和单词识别方面存在困难的原因。将3个阅读能力较差的亚组——在单词识别和阅读理解方面都有阅读障碍（RD）的儿童；仅在阅读理解方面有缺陷的儿童；以及语言智商、单词识别和阅读理解能力都较低的儿童（阅读能力差的儿童）——在工作记忆、短期记忆（STM）、处理速度、执行能力和语音处理测量方面的表现与阅读能力强的儿童进行了比较。能力组比较结果显示：（a）在工作记忆、更新和处理速度测量方面，阅读能力强的儿童比所有阅读能力较差的儿童表现更好；（b）仅在阅读理解方面有缺陷的儿童在工作记忆、短期记忆、语音处理和处理速度测量方面比有阅读障碍的儿童表现更好；（c）有阅读障碍的儿童在工作记忆和语音处理测量方面比阅读能力差的儿童表现更好。分层回归分析表明：（a）阅读能力较差的儿童在工作记忆任务上的亚组差异受一个并非特定于语音技能的存储系统调节；（b）短期记忆和更新对工作记忆的贡献显著，超出了阅读组分类所贡献的部分。后一项发现表明，阅读能力强的儿童和阅读能力较差的儿童之间在存储和执行处理方面出现了一些并非特定于阅读的差异。
