Laboratoire Psychologie de la Perception (UMR 8242), Centre National de la Recherche Scientifique and Université Paris Descartes , Paris, France ; Unité de Recherche en Neurosciences Cognitives, Centre de Recherche en Cognition et Neurosciences, Université Libre de Bruxelles , Brussels, Belgium.
Unité de Recherche en Neurosciences Cognitives, Centre de Recherche en Cognition et Neurosciences, Université Libre de Bruxelles , Brussels, Belgium.
Front Psychol. 2015 Feb 24;6:190. doi: 10.3389/fpsyg.2015.00190. eCollection 2015.
Neural investigations suggest that there are three possible core deficits in dyslexia: phonemic, grapho-phonemic, and graphemic. These investigations also suggest that the phonemic deficit resides in a different mode of speech perception which is based on allophonic (subphonemic) units rather than phonemic units. Here we review the results of remediation methods that tap into each of these core deficits, and examine how the methods that tap into the phonemic deficit might contribute to the remediation of allophonic perception. Remediation of grapho-phonemic deficiencies with a new computerized phonics training program (GraphoGame) might be able to surpass the limits of classical phonics training programs, particularly with regard to reading fluency. Remediation of visuo-graphemic deficiencies through exposure to enhanced letter spacing is also promising, although children with dyslexia continued to read more slowly than typical readers after this type of training. Remediation of phonemic deficiencies in dyslexia with programs based solely on phonemic awareness has a limited impact on reading. This might be due to the persistence of a covert deficit in phonemic perception. Methods based on slowed speech enhance the perception not only of phonemic features but also of allophonic features, and this is probably why they have not been found to be effective in meta-analyses. Training of phonemic perception with a perceptual fading paradigm, a method that improves precision in identification and discrimination around phonemic boundaries, has yielded promising results. However, studies with children at risk for dyslexia and dyslexic adults have found that even when behavioral data do not reflect allophonic perception, it can nevertheless be present in neural recordings. Further investigations should seek to confirm that the perceptual fading paradigm is beneficial for reading, and that it renders perception truly phonemic.
神经学研究表明，阅读障碍可能存在三种核心缺陷：音位、字形-音位和书写-字形。这些研究还表明，音位缺陷存在于一种不同的语音感知模式中，这种模式基于音位变体（次音位）单位，而不是音位单位。在这里，我们回顾了利用这些核心缺陷进行矫正的方法的结果，并探讨了利用音位缺陷的方法如何有助于改善音位变体感知。利用一种新的计算机化语音训练程序（GraphoGame）对字形-音位缺陷进行矫正，可能能够超越经典语音训练程序的局限性，特别是在阅读流畅性方面。通过接触增强的字母间距对视觉-书写缺陷进行矫正也很有前景，尽管在这种类型的训练之后，阅读障碍儿童的阅读速度仍然比典型读者慢。仅基于语音意识的程序对阅读障碍的音位缺陷进行矫正的效果有限，这可能是由于音位感知的隐性缺陷仍然存在。基于语速减缓的方法不仅增强了对音位特征的感知，也增强了对音位变体特征的感知，这也许就是为什么它们在元分析中并未被发现有效。利用感知淡化范式进行音位感知训练是一种提高音位边界识别和区分精度的方法，已经取得了有希望的结果。然而，对有阅读障碍风险的儿童和成年阅读障碍者的研究发现，即使行为数据不能反映音位变体感知，它仍然存在于神经记录中。进一步的研究应该旨在确认感知淡化范式对阅读有益，并且它使感知真正成为音位的。
