Stein John
Department Physiology, Anatomy & Genetics, University of Oxford, Oxford OX1 3PT, UK.
Brain Sci. 2018 Feb 4;8(2):26. doi: 10.3390/brainsci8020026.
Until the 1950s, developmental dyslexia was defined as a hereditary visual disability, selectively affecting reading without compromising oral or non-verbal reasoning skills. This changed radically after the development of the phonological theory of dyslexia; this not only ruled out any role for visual processing in its aetiology, but it also cast doubt on the use of discrepancy between reading and reasoning skills as a criterion for diagnosing it. Here I argue that this theory is set at too high a cognitive level to be explanatory; we need to understand the pathophysiological visual and auditory mechanisms that cause children's phonological problems. I discuss how the 'magnocellular theory' attempts to do this in terms of slowed and error prone temporal processing which leads to dyslexics' defective visual and auditory sequencing when attempting to read. I attempt to deal with the criticisms of this theory and show how it leads to a number of successful ways of helping dyslexic children to overcome their reading difficulties.
直到20世纪50年代，发育性阅读障碍被定义为一种遗传性视觉残疾，它选择性地影响阅读，而不损害口语或非语言推理能力。在阅读障碍的语音理论发展之后，这种情况发生了根本性的变化；这不仅排除了视觉处理在其病因学中的任何作用，还对将阅读和推理技能之间的差异作为诊断标准的做法提出了质疑。在此，我认为该理论设定的认知水平过高，无法起到解释作用；我们需要了解导致儿童语音问题的病理生理视觉和听觉机制。我讨论了“大细胞理论”如何试图从减缓且容易出错的时间处理方面来做到这一点，这会导致阅读障碍者在尝试阅读时视觉和听觉序列出现缺陷。我试图应对对该理论的批评，并展示它如何带来一些帮助阅读障碍儿童克服阅读困难的成功方法。
