Suárez-Coalla Paz, Cuetos Fernando
Plaza Feijoo, s/n. Department of Psychology, University of Oviedo, Oviedo, Spain.
Dyslexia. 2017 Feb;23(1):88-96. doi: 10.1002/dys.1546. Epub 2017 Jan 9.
Recent studies have suggested that Spanish children with dyslexia have difficulty storing orthographic representations of new words. But given that the syllable plays an important role in word recognition in Spanish, it is possible that the formation of orthographic representations is influenced by the characteristics of the syllables that make up the words. The objective of this study was to determine whether syllabic frequency and syllabic complexity influence orthographic learning in children with dyslexia. We compared the performance of a group of dyslexic children with that of a group of typical readers on a task that involved reading short and long pseudowords six times; we manipulated the frequency and complexity of the syllables from which the pseudowords were constructed. The results showed that dyslexic children do not benefit from syllabic simplicity or frequency when it comes to storing orthographic representations as the length effect in the dyslexic group remained was unchanged after repeated readings, regardless of stimulus characteristics. Copyright © 2017 John Wiley & Sons, Ltd.
最近的研究表明，患有诵读困难症的西班牙儿童在存储新单词的正字法表征方面存在困难。但鉴于音节在西班牙语的单词识别中起着重要作用，构成单词的音节特征有可能会影响正字法表征的形成。本研究的目的是确定音节频率和音节复杂性是否会影响患有诵读困难症儿童的正字法学习。我们将一组诵读困难儿童与一组典型阅读者在一项任务中的表现进行了比较，该任务要求阅读短伪词和长伪词各六次；我们操纵了构成伪词的音节的频率和复杂性。结果表明，在存储正字法表征方面，诵读困难儿童并未从音节简单性或频率中受益，因为诵读困难组的长度效应在反复阅读后保持不变，无论刺激特征如何。版权所有© 2017约翰·威利父子有限公司。
