Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, Department of Learning Disabilities, University of Haifa, Haifa, Israel.
Nat Commun. 2013;4:1486. doi: 10.1038/ncomms2488.
Poor reading skills of developmental dyslexics persist into adulthood with standard remediation protocols having little effect. Nevertheless, reading improves if readers are induced to read faster. Here we show that this improvement can be enhanced by training. Training follows a multi-session procedure adapted to silent sentence reading, with individually set, increasingly more demanding, time constraints (letter-by-letter masking). In both typical and dyslexic adult readers, reading times are shortened and comprehension improves. After training, the dyslexic readers' performance is similar to that of typical readers; moreover, their connected text reading times and comprehension scores significantly improve in standard reading tests and are retained at 6 months post training. Identical training without time constraints proves ineffective. Our results suggest that fluent reading depends in part on rapid information processing, which then might affect perception, cognitive processing and possibly eye movements. These processes remain malleable in adulthood, even in individuals with developmental dyslexia.
发展性阅读障碍者的阅读能力较差，即使采用标准的矫正方案，效果也甚微。然而，如果读者被诱导加快阅读速度，阅读能力会有所提高。在这里，我们表明这种提高可以通过训练来增强。训练采用了一种适用于默读句子的多会话程序，根据个人设定的、要求越来越高的时间限制（逐字母掩蔽）进行。在典型和阅读障碍的成年读者中，阅读时间缩短，理解能力提高。经过训练，阅读障碍者的表现与典型读者相似；此外，他们在标准阅读测试中的连字阅读时间和理解分数显著提高，并在训练后 6 个月保持。没有时间限制的相同训练被证明是无效的。我们的结果表明，流畅的阅读在一定程度上取决于快速的信息处理，而信息处理又可能影响感知、认知处理，甚至眼球运动。即使是在有发展性阅读障碍的成年人中，这些过程仍然具有可塑性。
