Berninger Virginia W, Abbott Robert D
University of Washington, Seattle, WA.
Gift Child Q. 2013 Oct;57(4). doi: 10.1177/0016986213500342.
New findings are presented for children in grades 1 to 9 who qualified their families for a multi-generational family genetics study of dyslexia (impaired word decoding/spelling) who had either superior verbal reasoning (=33 at or above 1 2/3 standard deviation, superior or better range; 19% of these children) or average verbal reasoning (=31 below population mean, but above - 2/3 standard deviation, average range; 18% of these children). Evidence-based rationale and results supporting the tested hypotheses are provided: (a) twice exceptional students with superior verbal reasoning and dyslexia significantly outperformed those with average verbal reasoning and dyslexia on reading, spelling, morphological, and syntactic skills, (b) but not on verbal working-memory behavioral markers of genetically based dyslexia related to impaired phonological and orthographic word-form storage and processing, naming orthographic symbols (phonological loop), writing orthographic symbols (orthographic loop), and supervisory attention (focus, switch, sustain, or monitor attention). Superior verbal reasoning may mask dyslexia if only very low achievement is used to identify this disorder of oral word reading and written spelling. Instruction for twice exceptional students who have dyslexia, but are also verbally gifted, should focus not only on oral word reading and written spelling but also the impaired working memory components within intellectually engaging lesson sets. These findings for gifted students with dyslexia are situated within the broader context of the many kinds of twice exceptionalities related to specific learning disabilities that exist in school-age children and youth.
本文呈现了针对1至9年级儿童的新研究结果。这些儿童的家庭符合诵读困难（单词解码/拼写障碍）多代家庭遗传学研究的条件，他们具有卓越的语言推理能力（智商在1又2/3标准差及以上，处于卓越或更高水平；占这些儿童的19%）或平均语言推理能力（智商低于总体均值，但高于-2/3标准差，处于平均水平；占这些儿童的18%）。文中提供了支持所测试假设的循证依据和结果：（a）具有卓越语言推理能力和诵读困难的双重特殊学生在阅读、拼写、形态学和句法技能方面的表现显著优于具有平均语言推理能力和诵读困难的学生；（b）但在基于基因的诵读困难的语言工作记忆行为指标方面并非如此，这些指标与语音和正字法单词形式存储及处理受损、命名正字法符号（语音回路）、书写正字法符号（正字法回路）以及监督注意力（集中、切换、维持或监控注意力）有关。如果仅以极低的学业成绩来识别这种口语单词阅读和书写拼写障碍，卓越的语言推理能力可能会掩盖诵读困难。对于患有诵读困难但同时具有语言天赋的双重特殊学生，教学不仅应关注口语单词阅读和书写拼写，还应关注在具有智力吸引力的课程中受损的工作记忆成分。这些关于患有诵读困难的天才学生的研究结果，处于与学龄儿童和青少年中存在的特定学习障碍相关的多种双重特殊情况的更广泛背景之中。
