Nielsen Kathleen, Abbott Robert, Griffin Whitney, Lott Joe, Raskind Wendy, Berninger Virginia W
University of Washington Multidisciplinary Research Center (UWLDC).
Educational Psychology at the University of Washington.
Learn Disabil (Pittsbg). 2016;21(1):38-56. doi: 10.18666/LDMJ-2016-V21-I1-6971.
The same working memory and reading and writing achievement phenotypes (behavioral markers of genetic variants) validated in prior research with younger children and older adults in a multi-generational family genetics study of dyslexia were used to study 81 adolescent and young adults (ages 16 to 25) from that study. Dyslexia is impaired word reading and spelling skills below the population mean and ability to use oral language to express thinking. These working memory predictor measures were given and used to predict reading and writing achievement (storing and processing) heard and spoken words (phonological coding), read and written words (orthographic coding), base words and affixes (morphological coding), and accumulating words over time (syntax coding); (phonological loop for linking phonological name and orthographic letter codes and orthographic loop for linking orthographic letter codes and finger sequencing codes), and (focused and switching attention and self-monitoring during written word finding). Multiple regressions showed that most predictors explained individual difference in at least one reading or writing outcome, but which predictors explained unique variance beyond shared variance depended on outcome. ANOVAs confirmed that research-supported criteria for dyslexia validated for younger children and their parents could be used to diagnose which adolescents and young adults did (=31) or did not (=50) meet research criteria for dyslexia. Findings are discussed in reference to the heterogeneity of phenotypes (behavioral markers of genetic variables) and their application to assessment for accommodations and ongoing instruction for adolescents and young adults with dyslexia.
在一项关于诵读困难的多代家庭遗传学研究中，之前针对年幼儿童和老年人验证过的相同工作记忆以及读写成就表型（基因变异的行为标记），被用于研究该研究中的81名青少年和青年成人（年龄在16至25岁之间）。诵读困难是指单词阅读和拼写技能低于人群平均水平，以及运用口语表达思维的能力受损。给出这些工作记忆预测指标，并用于预测读写成就（存储和处理）所听和所说的单词（语音编码）、所读和所写的单词（正字法编码）、基本单词和词缀（形态编码）以及随着时间积累单词（句法编码）；（用于连接语音名称和正字法字母编码的语音回路，以及用于连接正字法字母编码和手指序列编码的正字法回路），以及（在书面单词查找过程中的集中注意力、注意力切换和自我监控）。多元回归分析表明，大多数预测指标至少能解释一项读写结果中的个体差异，但哪些预测指标能解释超出共同方差的独特方差则取决于结果。方差分析证实，为年幼儿童及其父母验证的、得到研究支持的诵读困难标准，可用于诊断哪些青少年和青年成人符合（=31）或不符合（=50）诵读困难的研究标准。本文将结合表型（基因变量的行为标记）的异质性及其在为诵读困难青少年和青年成人提供便利条件评估及持续教学中的应用来讨论研究结果。
