Krasowicz-Kupis Grazyna, Borkowska Aneta R, Pietras Izabela
Institute of Psychology, Maria Skłodowska-Curie University, Lublin, Poland.
Med Sci Monit. 2009 Sep;15(9):CR460-9.
Many studies have showed that children with reading difficulties have deficits in both rapid automatized naming (RAN) and phonological skills (PS). The double-deficit hypothesis suggests that phonological and naming-speed deficits are two separable causes of reading problems. The main goal of our study was to investigate naming speed in Polish fourth grade children with dyslexia.
MATERIAL/METHODS: 33 dyslexic children (10 girls and 23 boys) and 30 good readers participated in the study. They were given the Wechsler Intelligence Test for Children (WISC-R) and a battery of diagnostic tests for dyslexia for fourth-grade children, consisting of tests for single word reading, nonsense word reading, reading with word canceling, text comprehension, spelling on dictation, rapid automatic naming, phoneme elision, and phonological skills, as well as the Zetotest (a phonological memory test).
The dyslexic children performed significantly more slowly than controls on the RAN tests, which suggests a generalized deficit in the speed of access to the mental lexicon. Significant correlations were found only between the RAN test and the text comprehension text. Among all the phonological measures applied in the study, slight but significant correlations were found only between phonological memory and speed naming. Dyslexic children with low speed naming abilities and high speed naming abilities showed no differences in phonological functions.
Our results confirm the double-deficit hypothesis of dyslexia.
许多研究表明，有阅读困难的儿童在快速自动命名（RAN）和语音技能（PS）方面都存在缺陷。双重缺陷假说认为，语音和命名速度缺陷是阅读问题的两个可分离的原因。我们研究的主要目的是调查波兰四年级诵读困难儿童的命名速度。
材料/方法：33名诵读困难儿童（10名女孩和23名男孩）和30名阅读能力良好的儿童参与了研究。他们接受了韦氏儿童智力量表（WISC-R）以及一套针对四年级儿童的诵读困难诊断测试，包括单字阅读测试、无意义单词阅读测试、带单词删除的阅读测试、文本理解测试、听写拼写测试、快速自动命名测试、音素省略测试和语音技能测试，以及泽托测试（一种语音记忆测试）。
诵读困难儿童在RAN测试中的表现明显比对照组慢，这表明在获取心理词典的速度方面存在普遍缺陷。仅在RAN测试和文本理解测试之间发现了显著相关性。在本研究应用的所有语音测量中，仅在语音记忆和速度命名之间发现了轻微但显著的相关性。命名速度低和命名速度高的诵读困难儿童在语音功能方面没有差异。
我们的结果证实了诵读困难的双重缺陷假说。
