Parenting and Special Education Research Group, ExpORL, Department of Neurosciences, University of Leuven (K.U. Leuven), Herestraat 49-Box 721, 3000 Leuven, Belgium.
Res Dev Disabil. 2011 Mar-Apr;32(2):560-70. doi: 10.1016/j.ridd.2010.12.020. Epub 2011 Jan 13.
Developmental dyslexia is characterized by severe reading and spelling difficulties that are persistent and resistant to the usual didactic measures and remedial efforts. It is well established that a major cause of these problems lies in poorly specified phonological representations. Many individuals with dyslexia also present impairments in auditory temporal processing and speech perception, but it remains debated whether these more basic perceptual impairments play a role in causing the reading problem. Longitudinal studies may help clarifying this issue by assessing preschool children before they receive reading instruction and by following them up through literacy development. The current longitudinal study shows impairments in auditory frequency modulation (FM) detection, speech perception and phonological awareness in kindergarten and in grade 1 in children who receive a dyslexia diagnosis in grade 3. FM sensitivity and speech-in-noise perception in kindergarten uniquely contribute to growth in reading ability, even after controlling for letter knowledge and phonological awareness. These findings indicate that impairments in auditory processing and speech perception are not merely an epiphenomenon of reading failure. Although no specific directional relations were observed between auditory processing, speech perception and phonological awareness, the highly significant concurrent and predictive correlations between all these variables suggest a reciprocal association and corroborate the evidence for the auditory deficit theory of dyslexia.
发展性阅读障碍的特征是严重的阅读和拼写困难，这些困难持续存在，且不受通常的教学措施和补救努力的影响。已经明确的是，这些问题的一个主要原因在于语音表示不明确。许多阅读障碍者也存在听觉时间处理和语音感知方面的障碍，但这些更基本的感知障碍是否会导致阅读问题仍存在争议。纵向研究可以通过在接受阅读指导之前评估学龄前儿童，并通过他们的读写发展进行跟踪，来帮助澄清这个问题。当前的纵向研究表明，在幼儿园和一年级，接受阅读障碍诊断的儿童在听觉调频（FM）检测、语音感知和语音意识方面存在障碍。在幼儿园，FM 敏感性和噪声中言语感知的能力可独立预测阅读能力的增长，即使在控制了字母知识和语音意识之后。这些发现表明，听觉处理和语音感知方面的障碍不仅仅是阅读失败的附带现象。虽然在听觉处理、语音感知和语音意识之间没有观察到特定的定向关系，但所有这些变量之间高度显著的同时和预测相关性表明存在相互关联，支持了阅读障碍听觉缺陷理论的证据。
