Flynn J M, Deering W M
Learning Disabilities Section, Gundersen Medical Foundation, La Crosse, WI 54601.
Dev Med Child Neurol. 1989 Apr;31(2):215-23. doi: 10.1111/j.1469-8749.1989.tb03981.x.
Two studies investigated the construct validity of Boder's classification of dyslexic children, using spectral analysis of electroencephalograms recorded during cognitive tasks. Children were classified as being dysphonetic (auditory-phonetic disabilities), dyseidetic (visual spatial disabilities) or mixed (deficient in both processes). The first study examined 21 dyslexic children between seven and 10 years of age and six control children. On three of six cognitive tasks there were significant differences between the dyslexic subgroups, and between the dyslexic and control children. The second study involved 33 eight- and nine-year-old dyslexic children and 31 controls. The results of two of seven cognitive tasks confirmed subtype differences. Significant differences in left temporal-parietal theta activity in the electroencephalograms of the dyseidetic children suggest that their reading disabilities may be the result of over-use of linguistic abilities rather than deficient visual-spatial skills.
两项研究利用认知任务期间记录的脑电图频谱分析，调查了博德对诵读困难儿童的分类的结构效度。儿童被分为语音障碍型（听觉-语音障碍）、表象障碍型（视觉空间障碍）或混合型（两种过程均有缺陷）。第一项研究调查了21名7至10岁的诵读困难儿童和6名对照儿童。在六项认知任务中的三项上，诵读困难亚组之间以及诵读困难儿童与对照儿童之间存在显著差异。第二项研究涉及33名8岁和9岁的诵读困难儿童以及31名对照儿童。七项认知任务中的两项结果证实了亚型差异。表象障碍型儿童脑电图中左颞顶叶θ活动的显著差异表明，他们的阅读障碍可能是语言能力过度使用的结果，而非视觉空间技能不足所致。
