Juul Holger, Petersen Dorthe Klint
Centre for Reading Research, University of Copenhagen, Emil Holms Kanal 2, DK-2300, Copenhagen S, Denmark.
Department of Education, Aarhus University, Aarhus, Denmark.
Ann Dyslexia. 2017 Oct;67(3):369-382. doi: 10.1007/s11881-017-0149-3. Epub 2017 Nov 13.
It is often discussed whether dyslexics show a deviant pattern of reading and spelling development when compared to typically developing students, or whether they follow the same pattern as other students, only at markedly slower rate. The present cross-sectional study investigated phonological encoding skills in dyslexic Danish students. We compared dyslexic and non-dyslexic students from grades 3, 5, 7, and 9 and examined whether effects of item length were stronger in the dyslexic groups. Mixed between-within subjects analyses of variance revealed significant interactions between dyslexia status and item length as the dyslexics at all grade levels were more affected by item length than their non-dyslexic peers. A marked developmental delay was apparent as the dyslexic group from grade 9 performed on approximately the same level as the non-dyslexic group from grade 3. Although the overall difference between these two groups was not significant, a significant interaction between dyslexia status and item length remained because the grade 9 dyslexics were more affected by item length than the younger non-dyslexic students. This difference in error profiles suggests a difference in the developmental patterns of dyslexic vs. non-dyslexic students.
诵读困难者与正常发育的学生相比，其阅读和拼写发展模式是否存在偏差，或者他们是否与其他学生遵循相同的模式，只是速度明显较慢，这一问题经常被讨论。本横断面研究调查了丹麦诵读困难学生的语音编码技能。我们比较了三年级、五年级、七年级和九年级的诵读困难学生和非诵读困难学生，并研究了项目长度对诵读困难组的影响是否更强。混合的组间与组内方差分析显示，诵读困难状态与项目长度之间存在显著交互作用，因为所有年级的诵读困难学生比非诵读困难的同龄人更容易受到项目长度的影响。明显的发育延迟很明显，九年级的诵读困难组表现与三年级的非诵读困难组大致相同。虽然这两组之间的总体差异不显著，但诵读困难状态与项目长度之间仍存在显著交互作用，因为九年级的诵读困难学生比年幼的非诵读困难学生更容易受到项目长度的影响。这种错误模式的差异表明诵读困难学生与非诵读困难学生的发展模式存在差异。
