Wang Hua-Chen, Nickels Lyndsey, Castles Anne
a ARC Centre of Excellence in Cognition and its Disorders (CCD) , Macquarie University , Sydney , NSW , Australia.
Cogn Neuropsychol. 2015;32(2):58-79. doi: 10.1080/02643294.2014.1003536. Epub 2015 Feb 2.
Phonological decoding skill has been proposed to be key to successful sight word learning (orthographic learning). However, little is known about how children with phonological dyslexia, who have impaired phonological decoding, acquire sight words, or why children with surface dyslexia can have normal phonological decoding skill yet impaired sight word acquisition. This study addressed this issue by investigating orthographic learning in two 10-year-old children: S.D., with a reading profile of surface dyslexia, and P.D., with a reading profile of phonological dyslexia. They participated in two experiments exploring the role of phonological decoding and paired-associate learning in orthographic learning. The results showed that, first, P.D.'s orthographic learning ability was better than S.D.'s, despite her phonological decoding skills being poorer. Second, S.D. showed impaired paired-associate learning abilities while P.D. did not. Overall, the results indicate that phonological decoding ability does not translate directly to orthographic learning ability, and that paired-associate learning ability may also be associated with success in orthographic learning.
语音解码技能被认为是成功进行视觉词学习（正字法学习）的关键。然而，对于患有语音诵读困难、语音解码能力受损的儿童如何习得视觉词，或者为什么患有表层诵读困难的儿童虽然语音解码能力正常但视觉词习得却受损，我们知之甚少。本研究通过调查两名10岁儿童的正字法学习来解决这个问题：S.D. 具有表层诵读困难的阅读特征，P.D. 具有语音诵读困难的阅读特征。他们参与了两项实验，探索语音解码和配对联想学习在正字法学习中的作用。结果表明，首先，尽管P.D. 的语音解码技能较差，但她的正字法学习能力比S.D. 更好。其次，S.D. 的配对联想学习能力受损，而P.D. 没有。总体而言，结果表明语音解码能力并不能直接转化为正字法学习能力，并且配对联想学习能力也可能与正字法学习的成功相关。
