Department of Psychology, University of Oviedo, Oviedo, Spain.
Ann Dyslexia. 2019 Jul;69(2):186-203. doi: 10.1007/s11881-019-00178-6. Epub 2019 Apr 15.
In transparent orthographic systems, the main characteristic of developmental dyslexia is poor reading fluency. Several studies have reported that children with dyslexia have difficulties forming orthographic representations of words, which hampers good reading fluency. This study aimed at evaluating whether the semantic-phonological training prior to word reading could facilitate the formation of orthographic representations and leading an improvement in reading fluency. Twenty-four native Spanish-speaking children with developmental dyslexia carried out two different reading tasks. In one of them, participants previously received semantic and phonological information about stimuli whereas in the other task no previous information was provided. Eight different unfamiliar words (four short and four long) were used in each reading task and the reduction of the length effect across reading blocks was taken as a formation index of new orthographic representations. Results showed low accuracy, slow speed reading, and difficulties in developing orthographic representations despite of repeated reading, probably due to the instability in decoding processes. However, the previous phonological and semantic training had a facilitator effect in the formation of orthographic representations, as indicated by the decrease in the length effect.
在透明的正字法系统中，发展性阅读障碍的主要特征是阅读流畅性差。多项研究报告称，阅读障碍儿童在形成单词的正字法表示方面存在困难，这阻碍了良好的阅读流畅性。本研究旨在评估在阅读单词之前进行语义-语音训练是否可以促进正字法表示的形成，并提高阅读流畅性。24 名母语为西班牙语的发展性阅读障碍儿童进行了两项不同的阅读任务。在其中一项任务中，参与者事先获得了关于刺激的语义和语音信息，而在另一项任务中则没有提供先前的信息。在每个阅读任务中使用了八个不同的不熟悉单词（四个短词和四个长词），并将阅读块中长度效应的减少作为新正字法表示形成的指标。结果表明，尽管反复阅读，但由于解码过程不稳定，阅读准确性低、速度慢，并且在形成正字法表示方面存在困难。然而，先前的语音和语义训练对正字法表示的形成具有促进作用，这表明长度效应的减少。
