de Oliveira Darlene G, da Silva Patrícia B, Dias Natália M, Seabra Alessandra G, Macedo Elizeu C
Developmental Disorders Program, Center for Health and Biological Science, Mackenzie Presbyterian University Sao Paulo, Brazil.
Educational Psychology Post-graduation Program, FIEO University Center Osasco, Brazil.
Front Psychol. 2014 Nov 28;5:1339. doi: 10.3389/fpsyg.2014.01339. eCollection 2014.
The cognitive model of reading comprehension (RC) posits that RC is a result of the interaction between decoding and linguistic comprehension. Recently, the notion of decoding skill was expanded to include word recognition. In addition, some studies suggest that other skills could be integrated into this model, like processing speed, and have consistently indicated that this skill influences and is an important predictor of the main components of the model, such as vocabulary for comprehension and phonological awareness of word recognition. The following study evaluated the components of the RC model and predictive skills in children and adolescents with dyslexia. 40 children and adolescents (8-13 years) were divided in a Dyslexic Group (DG; 18 children, MA = 10.78, SD = 1.66) and control group (CG 22 children, MA = 10.59, SD = 1.86). All were students from the 2nd to 8th grade of elementary school and groups were equivalent in school grade, age, gender, and IQ. Oral and RC, word recognition, processing speed, picture naming, receptive vocabulary, and phonological awareness were assessed. There were no group differences regarding the accuracy in oral and RC, phonological awareness, naming, and vocabulary scores. DG performed worse than the CG in word recognition (general score and orthographic confusion items) and were slower in naming. Results corroborated the literature regarding word recognition and processing speed deficits in dyslexia. However, dyslexics can achieve normal scores on RC test. Data supports the importance of delimitation of different reading strategies embedded in the word recognition component. The role of processing speed in reading problems remain unclear.
阅读理解（RC）的认知模型认为，阅读理解是解码与语言理解相互作用的结果。最近，解码技能的概念已扩展到包括单词识别。此外，一些研究表明，其他技能也可以整合到这个模型中，比如处理速度，并且一直表明这项技能会影响该模型的主要组成部分，并且是这些组成部分的重要预测指标，比如阅读理解所需的词汇量以及单词识别的语音意识。以下研究评估了患有阅读障碍的儿童和青少年的RC模型组成部分及预测技能。40名儿童和青少年（8至13岁）被分为阅读障碍组（DG；18名儿童，平均年龄MA = 10.78，标准差SD = 1.66）和对照组（CG；22名儿童，平均年龄MA = 10.59，标准差SD = 1.86）。所有人均为小学二至八年级的学生，两组在年级、年龄、性别和智商方面相当。评估了口语和阅读理解、单词识别、处理速度、图片命名、接受性词汇量以及语音意识。在口语和阅读理解、语音意识、命名和词汇得分的准确性方面，两组之间没有差异。在单词识别方面（总体得分和正字法混淆项目），DG组的表现比CG组差，并且在命名方面速度较慢。结果证实了关于阅读障碍中单词识别和处理速度缺陷的文献。然而，阅读障碍者在RC测试中可以取得正常分数。数据支持了界定单词识别组件中不同阅读策略的重要性。处理速度在阅读问题中的作用仍不明确。
