Malek Ayyoub, Amiri Shahrokh, Hekmati Issa, Pirzadeh Jaber, Gholizadeh Hossein
Child and Adolescent Psychiatrist, Clinical Psychiatry Research Center, Tabriz University of Medical Sciences, Tabriz, Iran.
ISRN Pediatr. 2013 Aug 6;2013:165193. doi: 10.1155/2013/165193. eCollection 2013.
Objective. Previous studies have shown some motor deficits among stuttering and dyslexic children. While motor deficits in speech articulation of the stuttering children are among the controversial topics, no study on motor deficits of dyslexic children has been documented to date. Methods. 120 children (40 stuttering, 40 dyslexia, and 40 normal) 6-11 years old were matched and compared in terms of diadochokinetic skill. Dyslexia symptoms checklist, reading test, and diadochokinetic task were used as measurement instruments. Results. The data analysis showed that there are significant differences (P < 0.001) in reaction time and the number of syllables in accomplishing diadochokinetic tasks among stuttering children, dyslexics, and the control group. This indicates that stuttering children and dyslexics have poor performance in reaction time and in the number of monosyllable articulation and long syllable articulation. Furthermore, there are significant differences (P < 0.001) in these indices between stuttering children and dyslexics, so that the latter group have better performance than the former one. Conclusion. The findings indicate that stuttering children and dyslexics have deficits in diadochokinetic skill which suggests their low performance in the motor control of speech production and articulation. Such deficits might be due to the role of the tongue in the development of stuttering and dyslexia.
目的。先前的研究表明，口吃儿童和诵读困难儿童存在一些运动缺陷。虽然口吃儿童言语清晰度方面的运动缺陷是有争议的话题之一，但迄今为止，尚无关于诵读困难儿童运动缺陷的研究记录。方法。选取120名6至11岁的儿童（40名口吃儿童、40名诵读困难儿童和40名正常儿童），在连续重复运动技能方面进行匹配和比较。使用诵读困难症状清单、阅读测试和连续重复运动任务作为测量工具。结果。数据分析表明，口吃儿童、诵读困难儿童和对照组在完成连续重复运动任务时的反应时间和音节数量存在显著差异（P < 0.001）。这表明口吃儿童和诵读困难儿童在反应时间以及单音节发音和长音节发音数量方面表现较差。此外，口吃儿童和诵读困难儿童在这些指标上存在显著差异（P < 0.001），因此后者的表现优于前者。结论。研究结果表明，口吃儿童和诵读困难儿童在连续重复运动技能方面存在缺陷，这表明他们在言语产生和发音的运动控制方面表现不佳。这种缺陷可能是由于舌头在口吃和诵读困难发展过程中的作用。
