Zoubrinetzky Rachel, Bielle Frédérique, Valdois Sylviane
Centre Référent de Diagnostic des Troubles du Langage et des Apprentissages, Pôle Couple-Enfant, Centre Hospitalier Universitaire, Grenoble, France; Laboratoire de Psychologie et NeuroCognition, CNRS, UMR 5105, Université Grenoble Alpes, Grenoble, France.
Centre Référent de Diagnostic des Troubles du Langage et des Apprentissages, Pôle Couple-Enfant, Centre Hospitalier Universitaire, Grenoble, France.
PLoS One. 2014 Jun 11;9(6):e99337. doi: 10.1371/journal.pone.0099337. eCollection 2014.
We examined whether classifications based on reading performance are relevant to identify cognitively homogeneous subgroups of dyslexic children. Each of the 71 dyslexic participants was selected to have a mixed reading profile, i.e. poor irregular word and pseudo-word reading performance (accuracy and speed). Despite their homogeneous reading profile, the participants were found to split into four distinct cognitive subgroups, characterized by a single phonological disorder, a single visual attention span disorder, a double deficit or none of these disorders. The two subgroups characterized by single and contrasted cognitive disorders were found to exhibit a very similar reading pattern but more contrasted spelling performance (quantitative analysis). A qualitative analysis of the error types produced in reading and spelling provided some cues about the participants' underlying cognitive deficit. The overall findings disqualify subtyping based on reading profiles as a classification method to identify cognitively homogeneous subgroups of dyslexic children. They rather show an opaque relationship between the cognitive underpinnings of developmental dyslexia and their behavioral manifestations in reading and spelling. Future neuroimaging and genetic studies should take this issue into account since synthesizing over cognitively heterogeneous children would entail potential pitfalls.
我们研究了基于阅读表现的分类是否与识别阅读障碍儿童的认知同质亚组相关。71名阅读障碍参与者中的每一位都被选择具有混合阅读特征，即不规则单词和假词阅读表现（准确性和速度）较差。尽管他们的阅读特征相同，但参与者被发现分为四个不同的认知亚组，其特征分别为单一语音障碍、单一视觉注意力广度障碍、双重缺陷或无这些障碍。以单一且对比鲜明的认知障碍为特征的两个亚组被发现表现出非常相似的阅读模式，但拼写表现差异更大（定量分析）。对阅读和拼写中产生的错误类型进行的定性分析为参与者潜在的认知缺陷提供了一些线索。总体研究结果表明，基于阅读特征进行亚型分类作为识别阅读障碍儿童认知同质亚组的分类方法是不合格的。它们反而表明发育性阅读障碍的认知基础与其在阅读和拼写中的行为表现之间存在不明确的关系。未来的神经影像学和遗传学研究应考虑到这个问题，因为对认知异质儿童进行综合研究可能会带来潜在的陷阱。
