Ehri L C
J Learn Disabil. 1989 Jun-Jul;22(6):356-65. doi: 10.1177/002221948902200606.
In contrast to the hypothesis that dyslexics possess phonological deficits that are neurological in origin, I suggest that the source of the deficit is primarily experiential--that dyslexics exhibit phonological deficits because they have not learned to read and spell in a way that develops their spelling knowledge so that it penetrates and comes to symbolize their phonological knowledge. Evidence from normal reading and spelling development as well as from comparisons of dyslexic and nondyslexic readers is offered to support this thesis.
与诵读困难者存在源于神经学的语音缺陷这一假设相反，我认为缺陷的根源主要是经验性的——诵读困难者表现出语音缺陷是因为他们没有以一种能够发展其拼写知识的方式学习阅读和拼写，以至于这种拼写知识无法深入并象征他们的语音知识。文中提供了来自正常阅读和拼写发展的证据，以及诵读困难者与非诵读困难者读者的比较证据来支持这一论点。
