Bentin S, Deutsch A, Liberman I Y
Aranne Laboratory of Psychophysiology, Hebrew University Medical School, Jerusalem, Israel.
J Exp Child Psychol. 1990 Feb;49(1):147-72. doi: 10.1016/0022-0965(90)90053-b.
The effect of syntactic context on auditory word identification and on the ability to detect and correct syntactic errors in speech was examined in severely reading disabled children and in good and poor readers selected from the normal distribution of fourth graders. The poor readers were handicapped when correct reading required analysis of the sentence context. However, their phonological decoding ability was intact. Identification of words was less affected by syntactic context in the severely disabled readers than in either the good or poor readers. Moreover, the disabled readers were inferior to good readers in judging the syntactical integrity of spoken sentences and in their ability to correct the syntactically aberrant sentences. Poor readers were similar to good readers in the identification and judgment tasks, but inferior in the correction task. The results suggest that the severely disabled readers were inferior to both good and poor readers in syntactic awareness, and in ability to use syntactic rules, while poor readers were equal to good readers in syntactic awareness but were relatively impaired in using syntactic knowledge productively.
研究了句法语境对严重阅读障碍儿童以及从四年级正常分布中挑选出的阅读能力好和差的儿童的听觉单词识别以及检测和纠正言语中句法错误能力的影响。当正确阅读需要分析句子语境时，阅读能力差的儿童会受到阻碍。然而，他们的语音解码能力是完好的。与阅读能力好的儿童和阅读能力差的儿童相比，句法语境对严重阅读障碍儿童的单词识别影响较小。此外，在判断口语句子的句法完整性以及纠正句法异常句子的能力方面，阅读障碍儿童不如阅读能力好的儿童。阅读能力差的儿童在识别和判断任务中与阅读能力好的儿童相似，但在纠正任务中较差。结果表明，严重阅读障碍儿童在句法意识和运用句法规则的能力方面不如阅读能力好的儿童和阅读能力差的儿童，而阅读能力差的儿童在句法意识方面与阅读能力好的儿童相当，但在有效运用句法知识方面相对受损。
