Department of Psychology, Rice University, P.O. Box 1892, 77251, Houston, TX,
Psychon Bull Rev. 1995 Dec;2(4):494-500. doi: 10.3758/BF03210984.
Most of the studies overviewed by Farmer and Klein (1995) in their review of temporal processing disorders in developmental dyslexia have taken a group study approach in which a group of dyslexic readers is compared with a group of normal readers on some task thought to be relevant to the reading disorder. Because of the acknowledged heterogeneity of deficits among developmental dyslexics, this group study methodology is inappropriate and is likely to lead to findings in one lab that cannot be replicated in another. The single case study methodology, which has been used successfully in the study of adult neuropsychological impairments, should be adopted in the study of developmental impairments as well. In the case study approach, each individual is studied thoroughly with tasks designed to tap the various components of the cognitive domain under study in order to determine which components are spared and which impaired. Data are not averaged, but reported separately for each case. Some recent findings from case studies on developmental dyslexia are reviewed and suggestions are made as to how the case study approach could be used in analyzing whether a temporal processing disorder, or any other hypothesized factor, is causal to the reading disorder.
法默和克莱因（1995）在其对发展性阅读障碍中时间处理障碍的综述中回顾的大多数研究都采用了群体研究方法，即在某些被认为与阅读障碍相关的任务上，将一组阅读障碍者与一组正常阅读者进行比较。由于发展性阅读障碍者的缺陷存在明显的异质性，因此这种群体研究方法是不适当的，并且很可能导致一个实验室的发现无法在另一个实验室中得到复制。在成人神经心理学障碍的研究中已经成功使用的个案研究方法也应该应用于发展性障碍的研究中。在个案研究方法中，每个个体都通过设计的任务进行深入研究，以确定研究认知领域的各个组成部分，从而确定哪些组成部分是未受影响的，哪些是受损的。数据不会平均化，而是为每个案例分别报告。本文回顾了一些关于发展性阅读障碍的个案研究的最新发现，并就如何使用个案研究方法来分析时间处理障碍或任何其他假设因素是否是阅读障碍的原因提出了建议。
