Florida State University.
University of Connecticut.
Child Dev. 2021 May;92(3):e252-e269. doi: 10.1111/cdev.13468. Epub 2020 Nov 22.
Developmental studies examining relations between word reading (WR) and decoding in typical and dyslexic populations routinely cut the reading distribution to form distinct groups. However, dichotomizing continuous variables to study development is problematic for multiple reasons. Instead, we modeled and visualized the parallel growth of WR and nonword reading (NWR) factor scores longitudinally in a Grade 1-4 developmental sample (N = 588). The results indicate that while WR and NWR growth factors are highly related (r = .71), the relation between WR and NWR trajectories change as a function of initial WR. Results are interpreted within computational models of dyslexia in which children with dyslexia overfit orthography → phonology relations at the level of the word, limiting the development of sublexical representations needed to read nonwords.
发展研究通常将阅读（WR）和阅读障碍人群中的解码划分为不同的组别，以研究二者之间的关系。然而，将连续变量二分法用于发展研究存在多个问题。相反，我们在一个 1-4 年级的发展性样本（N=588）中，对 WR 和非词阅读（NWR）因子分数的平行增长进行了建模和可视化。结果表明，尽管 WR 和 NWR 增长因子高度相关（r=0.71），但 WR 和 NWR 轨迹之间的关系会随着初始 WR 的变化而变化。结果在阅读障碍的计算模型中进行了解释，在该模型中，阅读障碍儿童在单词水平上过度拟合了正字法-语音关系，限制了阅读非词所需的亚词汇表示的发展。
