The University of Western Australia, Crawley, Australia.
Cogn Neuropsychol. 2006 Jun 1;23(4):621-42. doi: 10.1080/02643290500412545.
Previous research suggests that children with developmental dyslexia have low-level visual and auditory deficits. The present study further examines these proposed deficits and how they relate to component reading skills. Children with dyslexia and control children were administered measures of visual and auditory processing and a battery of reading tasks, including nonword and irregular-word reading, as measures of phonological and orthographic skills. Significant group differences were found on all visual and auditory tasks. However, at an individual level only a minority of dyslexics had visual and auditory deficits. In both dyslexics and controls, visual processing was not related to component reading skills, while weak associations were found between auditory processing and phonological decoding skills. The results of the present study suggest that dyslexia is not characterized by core deficits in visual and auditory processing. The results are discussed in terms of a general nonsensory problem with task completion.
先前的研究表明，发育性阅读障碍儿童存在视觉和听觉方面的低级缺陷。本研究进一步考察了这些被提出的缺陷，以及它们与阅读技能成分之间的关系。对阅读障碍儿童和对照组儿童进行了视觉和听觉处理的测量，以及一系列阅读任务的测量，包括非单词和不规则单词阅读，作为语音和正字法技能的测量。在所有的视觉和听觉任务上都发现了显著的组间差异。然而，在个体水平上，只有少数阅读障碍者存在视觉和听觉缺陷。在阅读障碍者和对照组中，视觉处理与阅读技能成分均没有关系，而听觉处理与语音解码技能之间存在较弱的关联。本研究的结果表明，阅读障碍症的特征不是在视觉和听觉处理方面存在核心缺陷。根据完成任务的一般非感觉问题对结果进行了讨论。
