Hepner Christopher, McCloskey Michael, Rapp Brenda
a Department of Neurology , Johns Hopkins University , Baltimore , MD , USA.
b Department of Cognitive Science , Johns Hopkins University , Baltimore , MD , USA.
Cogn Neuropsychol. 2017 May-Jun;34(3-4):119-143. doi: 10.1080/02643294.2017.1375904. Epub 2017 Sep 21.
Both spelling and reading depend on knowledge of the spellings of words. Despite this commonality, observed dissociations between spelling and reading in cases of acquired and developmental deficits suggest some degree of independence between the cognitive mechanisms involved in these skills. In this paper, we examine the relationship between spelling and reading in two children with developmental dysgraphia. For both children, we identified significant deficits in spelling that affected the processing of orthographic long-term memory representations of words. We then examined their reading skills for similar difficulties. Even with extensive testing, we found no evidence of a reading deficit for one of the children. We propose that there may be an underlying difficulty that specifically affects the learning of orthographic word representations for spelling. These results lead us to conclude that at least some components of lexical orthographic representation and processing develop with considerable independence in spelling and reading.
拼写和阅读都依赖于对单词拼写的知识。尽管有这种共性，但在后天性和发育性缺陷病例中观察到的拼写和阅读之间的分离表明，这些技能所涉及的认知机制存在一定程度的独立性。在本文中，我们研究了两名患有发育性书写障碍儿童的拼写和阅读之间的关系。对于这两名儿童，我们发现他们在拼写上存在显著缺陷，这影响了单词正字法长期记忆表征的处理。然后，我们检查了他们的阅读技能是否存在类似困难。即使经过广泛测试，我们也没有发现其中一名儿童存在阅读缺陷的证据。我们提出，可能存在一种潜在的困难，它特别影响拼写中单词正字法表征的学习。这些结果使我们得出结论，词汇正字法表征和处理的至少一些成分在拼写和阅读中以相当独立的方式发展。
