Department of Psychology, Center for Neurocognitive Research, University of Salzburg, Austria.
Dyslexia. 2010 Nov;16(4):283-99. doi: 10.1002/dys.411.
This article summarizes our research on the manifestation of dyslexia in German and on cognitive deficits, which may account for the severe reading speed deficit and the poor orthographic spelling performance that characterize dyslexia in regular orthographies. An only limited causal role of phonological deficits (phonological awareness, phonological STM, and rapid naming) for the emergence of reading fluency and spelling deficits is inferred from two large longitudinal studies with assessments of phonology before learning to read. A review of our cross-sectional studies provides no support for several cognitive deficits (visual-attention deficit, magnocellular dysfunction, skill automatization deficit, and visual-sequential memory deficit), which were proposed as alternatives to the phonological deficit account. Finally, a revised version of the phonological deficit account in terms of a dysfunction in orthographic-phonological connectivity is proposed.
本文总结了我们对德语阅读障碍表现以及认知缺陷的研究，这些缺陷可能导致在正字法中阅读速度严重下降和拼写表现不佳的特征。从两项在学习阅读之前评估语音的大型纵向研究中可以推断，语音缺陷（语音意识、语音短期记忆和快速命名）对阅读流畅性和拼写缺陷的出现仅具有有限的因果作用。我们的横断面研究综述不支持几种认知缺陷（视觉注意力缺陷、大细胞功能障碍、技能自动加工缺陷和视觉序列记忆缺陷），这些缺陷被提出作为语音缺陷理论的替代理论。最后，提出了一个关于正字法-语音连接功能障碍的语音缺陷理论的修正版本。
