Jiménez-Fernández Gracia, Gutiérrez-Palma Nicolás, Defior Sylvia
Department of Developmental and Educational Psychology, University of Granada, Campus de Cartuja s/n, 18071 Granada, Spain.
Department of Psychology, University of Jaén, Campus Las Lagunillas, Edificio Humanidades y Ciencias de la Educación II (C5), 23071 Jaén, Spain.
Res Dev Disabil. 2015 Feb;37:152-61. doi: 10.1016/j.ridd.2014.11.002. Epub 2014 Dec 2.
The role of segmental phonology in developmental dyslexia (DD) is well established (e.g., deficit in phonological awareness), but the role of suprasegmental phonology (prosody) has been less widely investigated. Stress is one of the main prosodic features and refers to the relative prominence of syllables (strong/weak) within a word. The aim of the present study is to examine stress awareness in children with dyslexia and the possible mediation of phonemic awareness on suprasegmental phonological skills. Thirty-one Spanish children with DD and 31 chronological age-control children participated. Two stress awareness tasks were administrated, one with words and another with pseudowords. Results show that the children with dyslexia performed more poorly on both tasks than control children. The pattern of results in accuracy and reaction time suggest that, while children without difficulties use different strategies depending on the type of item, the children with dyslexia employ the same strategy to resolve the two tasks without any benefit of lexical knowledge about stress. Even so, this strategy did not work so efficiently as it did in the control group, which led the group with dyslexia to make a greater number of mistakes. It was also found that, when phonemic awareness was entered as a covariate, accuracy differences disappeared, but only in the word stress task. However, when lexical knowledge was not necessary (as in the pseudoword stress task) differences still remained statistically significant. Implications on the importance of suprasegmental processing in reading acquisition disabilities are discussed.
音段音系学在发育性阅读障碍（DD）中的作用已得到充分证实（例如，语音意识缺陷），但超音段音系学（韵律）的作用尚未得到广泛研究。重音是主要的韵律特征之一，指单词中音节的相对突出程度（强/弱）。本研究的目的是考察阅读障碍儿童的重音意识以及音素意识对超音段语音技能的可能中介作用。31名患有发育性阅读障碍的西班牙儿童和31名年龄匹配的对照儿童参与了研究。进行了两项重音意识任务，一项针对单词，另一项针对假词。结果表明，阅读障碍儿童在这两项任务中的表现均比对照儿童差。准确率和反应时间的结果模式表明，虽然没有阅读障碍的儿童根据项目类型使用不同的策略，但阅读障碍儿童采用相同的策略来解决这两项任务，且未从关于重音的词汇知识中受益。即便如此，这种策略在阅读障碍儿童组中的效果不如对照组，导致该组出现更多错误。研究还发现，当将音素意识作为协变量纳入时，准确率差异消失，但仅在单词重音任务中如此。然而，当不需要词汇知识时（如在假词重音任务中），差异在统计学上仍然显著。文中讨论了超音段加工在阅读习得障碍中的重要性。
