Diamanti Vassiliki, Goulandris Nata, Stuart Morag, Campbell Ruth, Protopapas Athanassios
University College London, London, UK.
Department of Elementary Education, University of Crete, Greece.
Dyslexia. 2018 May;24(2):170-189. doi: 10.1002/dys.1578. Epub 2018 Jan 5.
In this study, we followed Greek children with and without dyslexia for 18 months, assessing them twice on a battery of phonological, reading, and spelling tasks, aiming to document the relative progress achieved and to uncover any specific effects of dyslexia in the development of reading and spelling beyond the longitudinal associations among variables that are observed in typical readers. A wide-ranging match was achieved between the dyslexic group and the younger reading-matched comparison group, enabling longitudinal comparisons on essentially identical initial performance profiles. Group differences were found in the development of tasks relying on phonological processing skill, such as phoneme deletion in pseudowords, pseudoword reading accuracy and time, as well as in graphemic spelling accuracy. The results confirm findings from cross-sectional studies of reading difficulty in the relatively transparent Greek orthography and are consistent with a phonological processing deficit underlying and reciprocally interacting with underdevelopment of reading and spelling skills in the impaired population.
在本研究中，我们对有阅读障碍和无阅读障碍的希腊儿童进行了18个月的跟踪，对他们进行了两轮语音、阅读和拼写任务测试，旨在记录取得的相对进展，并揭示阅读障碍在阅读和拼写发展过程中的任何特定影响，这些影响超出了在典型阅读者中观察到的变量之间的纵向关联。阅读障碍组与年龄较小、阅读水平匹配的对照组实现了广泛匹配，从而能够对基本相同的初始表现概况进行纵向比较。在依赖语音处理技能的任务发展中发现了组间差异，如假词中的音素删除、假词阅读准确性和时间，以及字素拼写准确性。研究结果证实了在相对透明的希腊正字法中对阅读困难进行横断面研究的结果，并且与受损人群中阅读和拼写技能发育不足背后的语音处理缺陷以及相互作用相一致。
