Di Blasi Francesco Domenico, Buono Serafino, Città Santina, Costanzo Angela Antonia, Zoccolotti Pierluigi
Oasi Research Institute-IRCCS, Via Conte Ruggero, 73, 94018 Troina, Italy.
Department of Psychology, Sapienza University of Rome, Via dei Marsi 78, 00185 Rome, Italy.
Brain Sci. 2018 Aug 7;8(8):146. doi: 10.3390/brainsci8080146.
In children with intellectual disability (ID), the acquisition of reading skills constitutes a basic step towards the possibility of independent living, social inclusion and participation.
We carried out a narrative review of the literature on reading fluency and accuracy of individuals with ID resulting from different genetic syndromes (Fragile X, Williams, Velocardiofacial, Prader-Willi, and Down syndrome). Our aim was to define their reading profiles in light of the dual-route reading model. For this purpose, studies that examined both word and non-word reading in children with ID were included in the analysis.
Seventeen studies emerged based on the selection criteria. The results were different depending on the control group used. A deficit in reading non-words emerged in studies that used the reading-level match design but not when standardized scores were used, when controls were age-matched or when a mental age matching was used. Thus, a deficit in reading non-words emerged only in studies that used the reading-level match design. However, severe methodological criticisms were recently raised about the use of this matching design.
In view of the methodological problems in using grade equivalents, it is premature to draw definite conclusions about the reading profile of children with ID resulting from different genetic syndromes. In any case, the reviewed evidence provides little support for the idea that children with ID have selective difficulty in phonological reading. Thus, the reading profile of children with ID remains an open question that needs to be investigated by means of methodologically sound research.
在智力残疾（ID）儿童中，阅读技能的习得是迈向独立生活、社会融入和参与的基本步骤。
我们对有关因不同遗传综合征（脆性X综合征、威廉姆斯综合征、腭心面综合征、普拉德-威利综合征和唐氏综合征）导致智力残疾的个体的阅读流畅性和准确性的文献进行了叙述性综述。我们的目的是根据双通路阅读模型来定义他们的阅读概况。为此，分析纳入了对智力残疾儿童的单词和非单词阅读都进行了研究的文献。
根据选择标准共筛选出17项研究。结果因所使用的对照组不同而有所差异。在使用阅读水平匹配设计的研究中出现了非单词阅读缺陷，但在使用标准化分数、对照组为年龄匹配或心理年龄匹配时则未出现。因此，仅在使用阅读水平匹配设计的研究中出现了非单词阅读缺陷。然而，最近针对这种匹配设计的使用提出了严厉的方法学批评。
鉴于使用年级当量存在方法学问题，就不同遗传综合征导致的智力残疾儿童的阅读概况得出明确结论还为时过早。无论如何，所审查的证据几乎没有支持智力残疾儿童在语音阅读方面存在选择性困难这一观点。因此，智力残疾儿童的阅读概况仍然是一个悬而未决的问题，需要通过方法学合理的研究来进行调查。
