University of Copenhagen, Department of Nordic Studies and Linguistics, Copenhagen, Denmark.
J Learn Disabil. 2010 Sep-Oct;43(5):469-78. doi: 10.1177/0022219409357349. Epub 2010 May 5.
General cognitive ability is still a factor in current definitions of dyslexia despite two decades of research showing little or no relevance to the nature of dyslexia. This article suggests one reason why this may be so. The suggestion is based on a distinction between dyslexia as a disability (poor ability)-as it is viewed and explained by psycholinguistic and neuropsychological research-and dyslexia seen as a handicap (the consequences of a poor ability) in the educational world. While general knowledge and ability may be irrelevant to the nature of dyslexia as a disability, general knowledge and ability does relate to an ensuing handicap. Vocabulary is possibly the most closely linked subcomponent of "general knowledge and ability" to reading. It was thus hypothesized that when reading ability was controlled individuals with high vocabulary would be more likely than others would to experience a reading handicap as a function of poor reading. Conversely, vocabulary would not relate to the severity of the reading disability per se. These hypotheses were supported by results from a study of 165 adult poor readers.
尽管二十年的研究表明，一般认知能力与阅读障碍的本质几乎没有关联，但在当前对阅读障碍的定义中，一般认知能力仍然是一个因素。本文提出了一个可能的原因。这种观点是基于将阅读障碍视为一种残疾（能力差）——正如心理语言学和神经心理学研究所解释的那样——与在教育领域中视阅读障碍为一种障碍（能力差的后果）之间的区别。虽然一般知识和能力可能与阅读障碍作为一种残疾的本质无关，但一般知识和能力确实与随之而来的障碍有关。词汇可能是与“一般知识和能力”与阅读最密切相关的子成分。因此，假设当控制阅读能力时，词汇量高的个体比其他人更有可能因阅读能力差而经历阅读障碍。相反，词汇量与阅读障碍的严重程度本身无关。这些假设得到了对 165 名成年阅读困难者的研究结果的支持。
