Department of Educational Studies and Macquarie Centre for Reading, Macquarie University, Sydney, NSW, Australia.
Department of Educational Psychology, University of Alberta, Edmonton, AB, Canada.
Dyslexia. 2020 Nov;26(4):343-358. doi: 10.1002/dys.1650. Epub 2020 Feb 3.
Studies in consistent orthographies using reading-level (RL) match design have produced conflicting results, possibly because of problems with general ability and RL matching in many studies. We matched the participants on both verbal and nonverbal ability and on reading tasks with no ceiling effects and compared the performance of Grades 4 and 6 Greek-speaking children with dyslexia to those of chronological age (CA) and RL matched control groups across a variety of tasks associated with dyslexia (phonological awareness, rapid naming, phonological memory, and orthographic processing). The results showed that although both Grade 4 and Grade 6 dyslexics performed poorer than the CA groups in most tasks, they did not perform poorer than the RL group in any of the tasks included. We conclude with a discussion of the theoretical ramifications of the results and the appropriateness of the RL match design in studying dyslexia in consistent orthographies.
使用阅读水平 (RL) 匹配设计的一致性正字法研究产生了相互矛盾的结果，这可能是由于许多研究中一般能力和 RL 匹配存在问题。我们在言语和非言语能力以及没有天花板效应的阅读任务上对参与者进行匹配，并比较了阅读障碍的 4 年级和 6 年级希腊语儿童与年龄匹配 (CA) 和 RL 对照组在与阅读障碍相关的各种任务（语音意识、快速命名、语音记忆和正字法处理）中的表现。结果表明，尽管 4 年级和 6 年级阅读障碍者在大多数任务中的表现都不如 CA 组，但他们在任何一项任务中的表现都不比 RL 组差。我们最后讨论了结果的理论意义以及 RL 匹配设计在研究一致性正字法阅读障碍中的适宜性。
