语音工作记忆与阅读障碍学生的阅读。
Phonological working memory and reading in students with dyslexia.
机构信息
Speech Language and Hearing Department, Federal University of São Paulo São Paulo, Brazil.
Speech Language and Hearing Department, State University São Paulo Marília, Brazil.
出版信息
Front Psychol. 2014 Jul 18;5:746. doi: 10.3389/fpsyg.2014.00746. eCollection 2014.
PURPOSE
To investigate parameters related to fluency, reading comprehension and phonological processing (operational and short-term memory) and identify potential correlation between the variables in Dyslexia and in the absence of reading difficulties.
METHOD
One hundred and fifteen students from the third to eighth grade of elementary school were grouped into a Control Group (CG) and Group with Dyslexia (GDys). Reading of words, pseudowords and text (decoding); listening and reading comprehension; phonological short-term and working memory (repetition of pseudowords and Digit Span) were evaluated.
RESULTS
The comparison of the groups showed significant differences in decoding, phonological short-term memory (repetition of pseudowords) and answers to text-connecting questions (TC) on reading comprehension, with the worst performances identified for GDys. In this group there were negative correlations between pseudowords repetition and TC answers and total score, both on listening comprehension. No correlations were found between operational and short-term memory (Digit Span) and parameters of fluency and reading comprehension in dyslexia. For the sample without complaint, there were positive correlations between some parameters of reading fluency and repetition of pseudowords and also between answering literal questions in listening comprehension and repetition of digits on the direct and reverse order. There was no correlation with the parameters of reading comprehension.
CONCLUSION
GDys and CG showed similar performance in listening comprehension and in understanding of explicit information and gap-filling inference on reading comprehension. Students of GDys showed worst performance in reading decoding, phonological short-term memory (pseudowords) and on inferences that depends on textual cohesion understanding in reading. There were negative correlations between pseudowords repetition and TC answers and total score, both in listening comprehension.
目的
研究与流畅性、阅读理解和语音处理（操作和短期记忆）相关的参数，并确定阅读障碍和无阅读困难个体变量之间的潜在相关性。
方法
将 115 名来自小学三至八年级的学生分为对照组（CG）和阅读障碍组（GDys）。评估阅读单词、假词和文本（解码）；听力和阅读理解；语音短期和工作记忆（重复假词和数字广度）。
结果
组间比较显示，在解码、语音短期记忆（重复假词）和阅读理解中对文本连接问题（TC）的回答方面存在显著差异，GDys 组的表现最差。在该组中，在重复假词和 TC 回答和总得分之间存在负相关，而在听力理解中也是如此。在阅读障碍中，操作和短期记忆（数字广度）与流畅性和阅读理解参数之间没有相关性。对于无抱怨的样本，阅读流畅性的某些参数与假词重复之间存在正相关，听力理解中字面问题的回答与直接和反向数字重复之间也存在正相关，与阅读理解参数之间没有相关性。
结论
GDys 和 CG 在听力理解和理解明确信息以及阅读理解中的填空推理方面表现相似。GDys 组学生在阅读解码、语音短期记忆（假词）和依赖于文本连贯性理解的推理方面表现最差。在听力理解中，重复假词和 TC 回答和总得分之间存在负相关。
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