School of Psychology, Shaanxi Normal University, Shaanxi Provincial Key Research Center of Child Mental and Behavioral Health, Xi'an, China.
School of Psychology, Shaanxi Normal University, Shaanxi Provincial Key Research Center of Child Mental and Behavioral Health, Xi'an, China.
Res Dev Disabil. 2021 Sep;116:104015. doi: 10.1016/j.ridd.2021.104015. Epub 2021 Jun 25.
It has been debated whether visual attention span deficit was independent from phonological deficit in alphabetic developmental dyslexia. Yet, this issue has never been examined in Chinese developmental dyslexia.
The aim of the present study was to concurrently investigate visual attention span deficit and phonological deficit in Chinese developmental dyslexia, and examine the relationship between them.
A total of 45 Chinese dyslexic and 43 control children aged between 8 and 11 years old participated in this study. A visual one-back paradigm with both verbal stimuli (character and digit strings) and nonverbal stimuli (color dots and symbols) was employed for measuring visual attention span. Phonological skills were measured by three dimensions: phonological awareness, rapid automatized naming, and verbal short-term memory.
Chinese dyslexic children showed deficits in verbal visual attention span and all three dimensions of phonological skills, but not in nonverbal visual attention span. Phonological skills significantly contributed to explaining variance of reading skills and classifying dyslexic and control memberships. Almost all Chinese dyslexic participants who showed a deficit in visual attention span also showed a phonological deficit.
The study suggests that visual attention span deficit is not independent from phonological deficit in Chinese developmental dyslexia.
在表音文字阅读障碍中，视觉注意力持续时间缺陷是否独立于语音缺陷一直存在争议。然而，这个问题从未在中文发展性阅读障碍中得到检验。
本研究旨在同时考察中文发展性阅读障碍中的视觉注意力持续时间缺陷和语音缺陷，并探讨它们之间的关系。
共有 45 名中文阅读障碍儿童和 43 名对照组儿童参与了这项研究，年龄在 8 到 11 岁之间。采用视觉 1 -back 范式，同时使用言语刺激（字符和数字串）和非言语刺激（颜色点和符号）来测量视觉注意力持续时间。语音技能通过三个维度进行测量：语音意识、快速自动命名和言语短期记忆。
中文阅读障碍儿童在言语视觉注意力持续时间和语音技能的所有三个维度上都存在缺陷，但在非言语视觉注意力持续时间上没有缺陷。语音技能对解释阅读技能的差异和区分阅读障碍儿童和对照组的成员身份有显著贡献。几乎所有表现出视觉注意力持续时间缺陷的中文阅读障碍儿童都表现出语音缺陷。
研究表明，在中文发展性阅读障碍中，视觉注意力持续时间缺陷与语音缺陷并非相互独立。
